Growing future clinicians: Can the seeds of admission data determine success?

Abstract

Most students entering dental school have outstanding academic credentials. Despite this, some students face academic difficulties throughout their dental education. The study investigates outcomes at the end of the first-year and the end of the 4-year curriculum.Methods: This study reviewed data from 177 students in the entering classes of 2015 and 2016. The regression models included 156 students who completed the 4-year curriculum on the traditional timeline. Results: Undergraduate cumulative GPA had a significant association with dental school outcomes in 4-year biomedical science GPA, translational science GPA, and clinical science GPA (increase of 0.31, 0.31, and 0.08 for a one-unit increase in undergraduate GPA). A one-unit increase in DAT was reflected in increased in first-year biomedical science GPA, preclinical science GPA, and cumulative GPA (0.04, 0.06, and 0.10, respectively). Conversely, a one-unit increase in failure or withdrawal from undergraduate courses was associated with decreases in first-year biomedical science GPA, preclinical science GPA, and cumulative GPA (0.08, 0.09, and 0.08, respectively). The only significant relationship for clinical science (patient care) GPA was cumulative undergraduate GPA (0.08 increase per unit). Conclusion:The results of this study suggest students who are extremely strong academically in college will be strong throughout dental school and suggest benefits of targeted services for academically at-risk students. Due to the limited association of admission records to clinical grades, the results support holistic admission processes.

Dental student success: The predictive value of first‐year grades

“…1 Similarly, DAT overall scores have been shown to be positively related to student performance in the first-year curriculum in biomedical sciences, preclinical sciences, and overall first-year grade point average (GPA). 2 Analysis comparing admissions criteria to overall performance in dental school has also been conducted. Admissions criteria, including undergraduate GPA, DAT, Academic Average (AA) and PAT, and college rigor and academic load, have been found to be poor predictors of dental school GPA.…”

“…3 Undergraduate GPA is positively associated with biomedical science GPA, translational science GPA, clinical science GPA, and clinical science (patient care) GPA. 2 Taken as a whole, there is a limited relationship between quantitative admissions criteria and dental student performance, supporting the use of holistic admissions protocols. 2 Comparisons of admissions criteria to clinical course outcomes have mixed results.…”

“…For example, performance on the Dental Admissions Test (DAT) Perceptual Ability Test (PAT) has been shown to be a predictor of performance in the first term of dental school 1 . Similarly, DAT overall scores have been shown to be positively related to student performance in the first‐year curriculum in biomedical sciences, preclinical sciences, and overall first‐year grade point average (GPA) 2 …”

“…Admissions criteria, including undergraduate GPA, DAT, Academic Average (AA) and PAT, and college rigor and academic load, have been found to be poor predictors of dental school GPA 3 . Undergraduate GPA is positively associated with biomedical science GPA, translational science GPA, clinical science GPA, and clinical science (patient care) GPA 2 . Taken as a whole, there is a limited relationship between quantitative admissions criteria and dental student performance, supporting the use of holistic admissions protocols 2 …”

“…This study seeks to investigate the relationship between first‐year grades and cumulative grades at the end of dental school to explore trends in academic performance in the predoctoral dental curriculum; this is a follow‐up to the authors’ previous investigation of the relationship between admissions criteria and student performance in the curriculum utilizing the same student cohorts 2 . We hypothesize that there will be a significant positive relationship between first‐year and cumulative grades, as well as a positive relationship between first‐year grades and grades in clinical courses.…”