Relationship of selection criteria to subsequent academic performance in an Australian undergraduate dental school

Abstract

In 1998, in addition to previous academic achievement, an aptitude test (UMAT) and a structured interview were introduced into selection for the Bachelor of Dental Science (BDSc), the undergraduate dental course at the University of Western Australia. The aim of this study was to determine the relationship between the combination of school-leaver dental students' entry scores, some demographic characteristics and subsequent student performance in the undergraduate course. Three hundred and ninety-eight school-leavers who enrolled in the BDSc from 1999 through 2011 were studied. Regression models were constructed comprising entry scores, gender and age as predictors in relation to subsequent academic performance. The main outcome measure was the weighted average mark (WAM) for each of five academic year levels as well as results in specific units, defined as either 'knowledge' based or 'clinically' based. Of the variables studied, previous academic performance and female gender had the strongest relationship with yearly WAM for Years 1 through 4 and for both 'knowledge' based and 'clinically' based units. The interview score showed a strong relationship in the major clinical years and in a range of 'clinically' based units. UMAT scores were less consistent in relationship to WAM. These results support assessment through a highly structured interview together with prior academic achievement as an evidence-based approach to selection of students for this undergraduate dental course.

The efficacy of medical student selection tools in Australia and New Zealand

“…It has been reported that the predictive power of composite scores based on the weighted means of the results from multiple selection tools is low, explaining less than 15% of variance in student outcomes, regardless of the statistical models, selection tools, and outcomes used 1 . ‐ 4 , 9 ‐ 11 , 13 , 14 , 16 , 23 We found similar effect sizes to previous studies, but the comprehensiveness and novel types of analyses are the major strengths of our study. We analysed large datasets from five medical schools that applied the student selection tools in different ways.…”

“…Our investigation confirms the findings of local studies that prior academic performance is the most effective tool for predicting academic outcomes, and that neither UMAT nor interview scores have a consistent impact. 1,2,10, 16,17 Most studies have assessed continuous outcomes, and admission GPA/ATAR explained no more than 10% of variance. 1,2,10, 16,17 Only one study examined the effectiveness of selection tools in predicting success v failure at the end of the program as a binary outcome.…”

Admission Criteria as Predictors of Student Success in a Dental Hygiene Program

“…1,7,13,17,18 In addition, not all programs use interviews to the same extent that our program does although for U.S. medical schools the use of interviews increased from 35% in 2009 to 86.4% in 2016. However, the Registrar's Oice of the University of Alberta determines transfer credits and grading scales for prerequisite courses from diferent institutions in an attempt to mitigate this concern.…”

“…[2][3][4][5]13 The poor correlation between the prerequisite grades and academic performance may be due to a number of factors. This is consistent with indings from previous studies.…”

“…Some studies, however, have failed to ind evidence to support the use of an interview, [7][8][9] and two studies found that interpersonal skills assessed by the MMI were inversely correlated with academic performance. 12,13 This conlicting evidence regarding the utility of the admissions interview is troubling, given the resource intensiveness of administering preadmission interviews. 12,13 This conlicting evidence regarding the utility of the admissions interview is troubling, given the resource intensiveness of administering preadmission interviews.…”