Medical School Application Interview Score Has Limited Predictive Validity for Performance on a Fourth Year Clinical Practice Examination

Basco, William T.; Lancaster, Carol; Gilbert, Gregory E.; Carey, Maura E.; Blue, Amy V.

doi:10.1007/s10459-006-9031-5

Cited by 18 publications

(12 citation statements)

References 26 publications

(32 reference statements)

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“…Despite some evidence to the contrary, the balance of evidence suggests that generally, the traditional interview is not a robust method of selecting medical students, and lacks predictive validity . Edwards et al .…”

Section: Resultsmentioning

confidence: 99%

How effective are selection methods in medical education? A systematic review

Knight²,

et al. 2015

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Evidence shows clearly that academic records, MMIs, aptitude tests, SJTs and SCs are more effective selection methods and are generally fairer than traditional interviews, references and personal statements. However, achievement in different selection methods may differentially predict performance at the various stages of medical education and clinical practice. Research into selection has been over-reliant on cross-sectional study designs and has tended to focus on reliability estimates rather than validity as an indicator of quality. A comprehensive framework of outcome criteria should be developed to allow researchers to interpret empirical evidence and compare selection methods fairly. This review highlights gaps in evidence for the combination of selection tools that is most effective and the weighting to be given to each tool.

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Section: Resultsmentioning

confidence: 99%

How effective are selection methods in medical education? A systematic review

Knight²,

et al. 2015

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“…Namely, the findings support research that specifically demonstrates the limited predictive utility of admissions scores and OSCE grades for clinical performance. 13,14,21,22 For example, admissions research suggests that standard or structured interviews are poor predictors of future clinical performance. 12,13 A number of psychological tests, including tests of empathy and emotional intelligence, are also studied in health professions admissions and shown to be unreliable in predicting future clinical competencies.…”

Section: Discussionmentioning

confidence: 99%

“…11,12 When examining the predictive validity of uGPA and standardized admissions tests in medicine, researchers have noted mixed findings and subsequently highlighted the importance of strengthening admissions models to better select students who will be successful in a clinical setting. 13,14 Further, the relationship between admissions interviews designed to assess relevant skills (such as empathy, teamwork, and communication), and clinical performance in pharmacy remains unclear.…”

Section: Introductionmentioning

confidence: 99%

Limited Predictive Utility of Admissions Scores and Objective Structured Clinical Examinations for APPE Performance

McLaughlin

Khanova

Scolaro

et al. 2015

American Journal of Pharmaceutical Education

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Objective. To examine the relationship between admissions, objective structured clinical examination (OSCE), and advanced pharmacy practice experience (APPE) scores. Methods. Admissions, OSCE, and APPE scores were collected for students who graduated from the doctor of pharmacy (PharmD) program in spring of 2012 and spring of 2013 (n5289). Pearson correlation was used to examine relationships between variables, and independent t test was used to compare mean scores between groups. Results. All relationships among admissions data (undergraduate grade point average, composite PCAT scores, and interview scores) and OSCE and APPE scores were weak, with the strongest association found between the final OSCE and ambulatory care APPEs. Students with low scores on the final OSCE performed lower than others on the acute care, ambulatory care, and community APPEs. Conclusion. This study highlights the complexities of assessing student development of noncognitive professional skills over the course of a curriculum.

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“…Face to face interviews are a requirement for entry onto programmes in the UK (Nursing and Midwifery Council, 2010). However there is no strong evidence to support the predictive value of interviewing as a mode of selection (Land 1993, Ehrenfield and Tabak 2000, Salvatori 2001, Kreiter et al 2004, Basco et al 2008. Salvatori (2001) argues that interviews are highly prevalent but variable with poor reliability, poor predictive validity and low cost-effectiveness.…”

Section: Selectionmentioning

confidence: 99%

Recruitment, selection and retention of nursing and midwifery students in Scottish Universities

Rodgers

Stenhouse

McCreaddie

et al. 2013

Nurse Education Today

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Recruitment selection and retention initiatives were rarely evaluated, and if so, adopted a relatively superficial approach. Evidence from existing studies to support practices was mostly weakly supportive or absent. The study highlights the need for a coordinated approach, supporting the development of a robust evidence base through the evaluation of local initiatives, and evaluation of new strategies. Evaluation strategies must take account of the local context to facilitate transferability of findings across different settings.

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Medical School Application Interview Score Has Limited Predictive Validity for Performance on a Fourth Year Clinical Practice Examination

Cited by 18 publications

References 26 publications

How effective are selection methods in medical education? A systematic review

How effective are selection methods in medical education? A systematic review

Limited Predictive Utility of Admissions Scores and Objective Structured Clinical Examinations for APPE Performance

Recruitment, selection and retention of nursing and midwifery students in Scottish Universities

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