The art and science of selecting graduate students in the biomedical sciences: Performance in doctoral study of the foundational sciences

Abstract

The goal of this study was to investigate associations between admissions criteria and performance in Ph.D. programs at Boston University School of Medicine. The initial phase of this project examined student performance in the classroom component of a newly established curriculum named “Foundations in Biomedical Sciences (FiBS)”. Quantitative measures including undergraduate grade point average (GPA), graduate record examination (GRE; a standardized, computer-based test) scores for the verbal (assessment of test takers’ ability to analyze, evaluate, and synthesize information and concepts provided in writing) and quantitative (assessment of test takers’ problem-solving ability) components of the examination, previous research experience, and competitiveness of previous research institution were used in the study. These criteria were compared with competencies in the program defined as students who pass the curriculum as well as students categorized as High Performers. These data indicated that there is a significant positive correlation between FiBS performance and undergraduate GPA, GRE scores, and competitiveness of undergraduate institution. No significant correlations were found between FiBS performance and research background. By taking a data-driven approach to examine admissions and performance, we hope to refine our admissions criteria to facilitate an unbiased approach to recruitment of students in the life sciences and to share our strategy to support similar goals at other institutions.

A Model for Holistic Review in Graduate Admissions That Decouples the GRE from Race, Ethnicity, and Gender

“…The use of standardized tests as a means for normalization of applicants from various undergraduate institutions and training pathways has been under scrutiny (Grossbach and Kuncel, 2011; Roush et al , 2014; Wilson et al , 2014; Durning et al , 2015; Pacheco et al , 2015; Moneta-Koehler et al , 2017; Park et al , 2018). The Graduate Record Examination (GRE) is a widely used standardized test for application to master’s and doctoral degree STEM programs.…”

Predicting professional school performance with a unique lens: are there other cognitive predictors?

“…In particular, doctoral programs in the biomedical sciences have begun to evaluate the need for the GRE in admissions and are moving towards a review based on research and academic performance. The study by Park et al [9] demonstrates that GRE scores only weakly associate with academic success in such a doctoral program and this is further supported by others at University of North Carolina [15] and Vanderbilt [16]. Studies abroad reported of the usage of non-cognitive parameters in admissions.…”

“…In the UK, changes to the UK Clinical Aptitude Test to include a situational judgement component have taken place to assess non-cognitive components of admission to reduce bias and assess non-cognitive traits [17,18] whereas in dental school admissions, a study by Laia et al cautioned against using test scores only [19]. Park et al reported that school rigor or school competitiveness combined with research exposure were found to be strong predictors of success in a biomedical sciences doctoral program [9]. Similarly, our result suggest that attending a strong undergraduate institution correlates with success in the rigorous OHS master's curriculum while students from less rigorous institutions may struggle.…”

“…This data is consistent with a study done at University of California, Davis School of Medicine that showed students who were admitted with a Medical College Admissions Test (MCAT) score and UGPA below the minimum requirement outperformed many of the individuals who were admitted who met the standard minimum requirements [8]. Park et al evaluated performance in doctoral students in the biomedical sciences at Boston University and demonstrated a significant positive correlation between academic performance in year 1 of doctoral graduate study and undergraduate GPA and GRE scores [9]. They also used undergraduate institution rigor to normalize UGPA, a factor that is often not included when discussing UGPA.…”

Postbaccalaureate and graduate applicants to dental school: An analysis of holistic review

“…This difference may be attributed to reliance on undergraduate GPA as a screening factor, though rigor of undergraduate academic preparation (institution or specific upper-level coursework like physiology) may also contribute to an applicant's success. 10,11 Furthermore, it is an interesting observation that a plurality of our applicants with graduate coursework are racially Asian, but little has been studied about admissions biases towards or against Asian applicants in dental admissions.…”