The relationship of non-cognitive factors to academic and clinical performance in graduate rehabilitation science students in the United States: a systematic review

Abstract

Purpose: Rehabilitation science programs utilize cognitive and non-cognitive factors to select students who can complete the didactic and clinical portions of the program and pass the licensure exam. Cognitive factors such a prior grade point average and standardized test scores are known to be predictive of academic performance, but the relationship of non-cognitive factors and performance is less clear. The purpose of this systematic review was to explore the relationship of non-cognitive factors to academic and clinical performance in rehabilitation science programs.Methods: A search of 7 databases was conducted using the following eligibility criteria: graduate programs in physical therapy (PT), occupational therapy, speech-language pathology, United States-based programs, measurement of at least 1 non-cognitive factor, measurement of academic and/or clinical performance, and quantitative reporting of results. Articles were screened by title, abstract, and full text, and data were extracted.Results: After the comprehensive screening, 21 articles were included in the review. Seventy-six percent of studies occurred in PT students. Grit, self-efficacy, emotional intelligence, and stress were the most commonly studied factors. Only self-efficacy, emotional intelligence, and personality traits were examined in clinical and academic contexts. The results were mixed for all non-cognitive factors. Higher grit and self-efficacy tended to be associated with better performance, while stress was generally associated with worse outcomes.Conclusion: No single non-cognitive factor was consistently related to clinical or academic performance in rehabilitation science students. There is insufficient evidence currently to recommend the evaluation of a specific non-cognitive factor for admissions decisions.

Investigating Latent Interactions between Students’ Affective Cognition and Learning Performance: Meta-Analysis of Affective and Cognitive Factors

“…The quantitative correlation observed between student motivation and these five variables showed a theoretically consistent interrelationship, while the five independent variables explained 71.3% of the change in students' motivation for success. Initiative is the intrinsic ability of students to regulate, control, and supervise their own learning [64][65][66][67][68][69].…”

Comparison of 2 Methods of Debriefing for Learning of Interprofessional Handoff Skills

“…Assignment to the 2 intervention groups was performed in such a way to account for any potential effects that grade point average and completion of an acute care clinical education experience (ACE) before the first case scenario might have. Matching groups for these 2 factors was used to control for potential correlation between metacognitive control and response to situations and academic performance and for experience in acute and critical care settings 21,29,42. Grade point average matching was accomplished by dividing the subjects into tiers and randomly assigning them to groups within the tiers with additional consideration for prior completion of an acute care clinical education experience.…”

“…Matching groups for these 2 factors was used to control for potential correlation between metacognitive control and response to situations and academic performance and for experience in acute and critical care settings. 21,29,42 Grade point average matching was accomplished by dividing the subjects into tiers and randomly assigning them to groups within the tiers with additional consideration for prior completion of an acute care clinical education experience.…”

“…24 This model has been recognized as straightforward and easily implemented because of its ability to be used individually, one-on-one, or in team scenarios where the goal is to improve communication. 21,23,28,29 The idea of the Plus Delta debriefing model is to identify what went well and what could be improved upon within the scenario to facilitate reflection and to establish goals for future scenarios. 30 Although evidence supports that simulation improves the practice of communication of skills and various modes of debriefing appear to improve learning, prior health care experience may also impact professional behaviors exhibited by health professions students based on anecdotal reports.…”

“…One model that has been frequently used is the Plus Delta Model of debriefing 24. This model has been recognized as straightforward and easily implemented because of its ability to be used individually, one-on-one, or in team scenarios where the goal is to improve communication 21,23,28,29. The idea of the Plus Delta debriefing model is to identify what went well and what could be improved upon within the scenario to facilitate reflection and to establish goals for future scenarios 30…”