Creating an Evidence‐Based Admissions Formula for a New Dental School: University of Nevada, Las Vegas, School of Dental Medicine

Abstract

This article reports development of an evidence-based admissions formula that effectively incorporates the admissions criteria most likely to inluence dental school performance. This study utilized peer-reviewed literature and analysis of admissions and performance data from the irst three classes of students at the University of Nevada, Las Vegas, School of Dental Medicine (UNLV-SDM). We used Pearson's correlation, linear regression, and ANOVA to determine the strength and direction of association between admissions variables, both singly and in combination, and performance measures. Our initial results revealed no signiicant relationship between our previous admissions formula, which was adapted from other dental admissions ofices, and student performance for our irst class and National Board Dental Examination Part I (NBDE-I) (R=.288) or dental school grade point average (DS-GPA) (R=0.193). After using the combined data from the irst three classes of students at UNLV-SDM, we conirmed no signiicant relationship between our previous admissions formula and DS-GPA (R=0.207) and a slight increase in correlation to NBDE-I (R=0.303). More detailed analysis of the admissions variables within the formula revealed that some Dental Admission Test scores, such as Reading Comprehension, Quantitative Analysis, and Biology, were signiicantly correlated with dental school performance at UNLV-SDM, allowing for revision of the admissions formula to a formula score that is now signiicantly correlated with student performance for the irst class to NBDE-I (R=0.458) and DS-GPA (R=0.368), as well as the combined data from the irst three cohorts at UNLV-SDM (R=0.361, 0.218, respectively). In addition, this reformulation did not signiicantly impact the overall ranking of females or minorities. Although formulaic data can never perfectly predict student performance, this study demonstrated that constant review and revision of relevant admissions criteria are needed for each school to maintain an evidence-based admissions program that provides for fair and effective comparison of student admissions data.

What Matters from Admissions? Identifying Success and Risk Among Canadian Dental Students

“…The Canadian Dental Aptitude Test (Canadian DAT) components have been administered to dental school applicants across Canada since 1967 and are used to assist selection committees in making admissions decisions 15 – 18 . In general, reading comprehension, quantitative analysis, and biology DAT component scores have been significantly related to dental school performance 3 , 7 . Other research further supports the use of the DAT for use in selection processes.…”

“…Other research further supports the use of the DAT for use in selection processes. When reading comprehension, quantitative analysis, and biology DAT components, along with GPA were considered together in one study, overall pre‐dental GPA and science GPA did not provide unique variance over the DAT in the prediction of dental school performance 3 . Similarly, even when controlling for the effects of pre‐dental GPA, the academic average component of the Canadian DAT predicted performance in the first two years of dental school, 9 and in some cases, these effects emerged even in the second year of clinical work 7 …”

“…Selection decisions are based on multiple preadmissions criteria spanning both cognitive and noncognitive domains. These cognitive criteria in the U.S. often include potential indicators for success in dental school, encompassing cumulative pre‐dental grade point average (GPA), science GPA, Dental Admission Test (DAT) scores, and individual DAT component scores 1 – 3 …”

Rethinking Dental School Admission Criteria: Correlation Between Pre‐Admission Variables and First‐Year Performance for Six Classes at One Dental School

“…The largest difference between the two groups was found in the Quantitative Reasoning component of the DAT. The predictive value of the Quantitative Reasoning component on dental school performance varied considerably in other studies of dental school performance 9 , 10 and may be due to the distinctive pedagogy used at each school. In our study, when the underachieving group was analyzed separately, only the Organic Chemistry component of the DAT significantly correlated with first‐year GPA.…”

Factors influencing students' performance in a Brazilian dental school

“…Cognitive ability predicts a broad spectrum of important life outcomes, behaviors, and performances, including academic achievement. However it is important to note that the university admission process exists not only to select the candidates who are most likely to do well in school, but also to select a diverse body of capable students, giving rise to competent practitioners who can best serve the profession, the health care system, and the public (8,19). in this context, the Brazilian Government has implemented in 2007 inclusion policies to promote equality of access to higher education and social diversity in public universities (20).…”