Success at Veterinary School: Evaluating the Influence of Intake Variables on Year-1 Examination Performance

Hudson, Neil; Rhind, Susan; Mellanby, Richard J.; Giannopoulos, Geraldine; Dalziel, Lindsay; Shaw, Darren

doi:10.3138/jvme.0418-042r

Cited by 4 publications

(3 citation statements)

References 21 publications

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“…One common predictor of success in veterinary medical education programs is undergraduate grade point average (UGPA). Research supports UGPA's utility in predicting achievement in veterinary school (1)(2)(3)(4)(5)(6)(7)(8)(9)(10).…”

Section: Introductionmentioning

confidence: 85%

“…As discussed earlier, long-standing research supports significant, though often modest positive relationships between undergraduate GPA and grades in veterinary school. This holds true for a variety of GPA calculations, including after Year 1 (2,3,7,10), at various points throughout the program (1,5,6), and at the end of the program (4,8,9). Of those studies, only Powers' study corrected for restriction of range.…”

Section: Cvmgpamentioning

confidence: 95%

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GRE and Undergraduate GPA as Predictors of Veterinary Medical School Grade Point Average, VEA Scores and NAVLE Scores While Accounting for Range Restriction

Danielson

Burzette

2020

Front. Vet. Sci.

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We explored the relation between Undergraduate GPA (UGPA) and Graduate Record Examination (GRE) Verbal scores and several indices of achievement in veterinary medical education across five cohorts of veterinary students (N per model ranging from 109 to 143). Achievement indices included overall grade point average in veterinary school (CVMGPA), scores on the North American Veterinary Licensing Examination (NAVLE) and scores on the Veterinary Educational Assessment (VEA). We calculated zero order correlations among all measures, and corrected correlations for range restriction. In all cases, corrected correlations exceeded uncorrected ones. For each index of achievement, we conducted hierarchical regressions using the corrected correlations as input, entering UGPA in the first step and GRE Verbal in the second step. Overall, UGPA and GRE Verbal combined explained from 70 to 84% of variance in CVMGPA, 51-91% of variance in VEA scores, and 41-92% of variance in NAVLE scores. For 12 of 15 comparisons, the second step (including GRE Verbal scores) significantly improved R 2 . Our results reaffirm the value of UGPA scores and GRE Verbal scores for predicting subsequent academic achievement in veterinary school.

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Section: Introductionmentioning

confidence: 85%

Section: Cvmgpamentioning

confidence: 95%

GRE and Undergraduate GPA as Predictors of Veterinary Medical School Grade Point Average, VEA Scores and NAVLE Scores While Accounting for Range Restriction

Danielson

Burzette

2020

Front. Vet. Sci.

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“…Students' personal factors -namely locus of control, self-efficacy, academic fit, and the sense of well-being -might also vary across different disciplines and academic environments, but this aspect has been largely neglected in veterinary education literature. Instead, research has tended to focus on cognitive factors, such as previous academic performance [10][11][12][13], as the key predictor of student outcomes across veterinary schools [14,15]. However, these cognitive factors cannot explain much of the variance in academic performance [2,16].…”

Section: Introductionmentioning

confidence: 99%

Relationships between psychological characteristics, academic fit and engagement with academic performance in veterinary medical students

Muca,

Molino,

Ghislieri

et al. 2023

BMC Vet Res

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Background Recognition of the factors that influence academic performance in university students constitutes one of the key objectives of education researchers. Few studies have been conducted in this sphere in relation to veterinary students; however, considering the high levels of depression, anxiety symptoms, and decreased life satisfaction revealed in recent literature for this demographic, understanding these factors is of great importance. Moreover, the literature on veterinary education has mostly focused on cognitive factors as antecedents to academic performance, while very little attention has been directed toward personal characteristics. Methods The present cross-sectional study aims to investigate the relationships between psychological characteristics (internal locus of control and self-efficacy), academic fit, well-being (engagement and exhaustion), and academic performance (average grade) among veterinary students. The study was conducted in the Department of Veterinary Sciences at the University of Turin between September 2021 and January 2022 involving 231 students. Results The results of the Structural Equation Model confirmed a positive relationship between both internal locus of control and self-efficacy and academic fit, which in turn showed a positive relationship with engagement and a negative relationship with exhaustion. Finally, a significant positive relationship between engagement and academic performance was highlighted. Indirect effects were also significant, confirming the mediating role of academic fit and engagement. Conclusions The study contributes to the literature by demonstrating the direct and indirect relationships among the variables selected in a sample group of veterinary students. These findings provide information for practical interventions that could support the academic experience and prospects of veterinary students by improving their psychological parameters and well-being.

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The Impact of COVID-19 on Pre-Veterinary Opportunities and Recommendations for DVM Admissions

Trivedi¹,

Clark²,

Royal³

2022

Journal of Veterinary Medical Education

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During the summer of 2020, a survey-based study was conducted at North Carolina State University, a land-grant university, to evaluate the impact of COVID-19 on pre-veterinary students’ ability to gain experience hours for Doctor of Veterinary Medicine (DVM) admissions. Of the 286 respondents (47% of the respondent pool), 92% reported losing at least one animal, veterinary, research, extracurricular, or work opportunity due to COVID-19, and 59% were not able to find a replacement. Of the lost experiences, 74 (20.8%) were for academic credit, resulting in 131 total academic credit hours lost, while only 12 credit hours were gained via alternative experiences. Of respondents, 30% (29.7%) identified as applicants of the 2020–2021 Veterinary Medical College Application Service (VMCAS) cycle. More than half (52.6%) of the sample identified being concerned about the strength of their VMCAS experiences due to these lost opportunities. Many respondents reported considering delaying application submissions by taking a gap year (17.5%) or have had their intended graduation timeline affected (14.8%). Since the majority of veterinary colleges utilize a holistic review process, this study provides a basis for understanding the effects of COVID-19 on the duration, depth, and diversity of experiences gained by future DVM applicants. This article also provides recommendations for DVM admissions adaptations based on the outcomes of the data.

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Success at Veterinary School: Evaluating the Influence of Intake Variables on Year-1 Examination Performance

Abstract: His research interests include veterinary education, veterinarians and students as teachers, veterinary admissions and equine gastroenterology and welfare.

Cited by 4 publications

References 21 publications

GRE and Undergraduate GPA as Predictors of Veterinary Medical School Grade Point Average, VEA Scores and NAVLE Scores While Accounting for Range Restriction

GRE and Undergraduate GPA as Predictors of Veterinary Medical School Grade Point Average, VEA Scores and NAVLE Scores While Accounting for Range Restriction

Relationships between psychological characteristics, academic fit and engagement with academic performance in veterinary medical students

The Impact of COVID-19 on Pre-Veterinary Opportunities and Recommendations for DVM Admissions

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