Use of Admission Criteria to Predict Performance of Students in an Entry-Level Master's Program on Fieldwork Placements and in Academic Courses

Kirchner, Grace L.; Stone, Ronald G.; Holm, Margo B.

doi:10.1080/j003v13n01_01

Cited by 17 publications

(27 citation statements)

References 6 publications

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“…The results of this study support previous research that indicated that the undergraduate GPA is a valid predictor of academic performance for students in a health science curriculum (Bridle, 1987;Howard & Jerosch-Herold, 2000;Kirchner et al, 2000;Kirchner & Holm, 1997;Lewis & Smith, 2002;Salvatori, 2001). The undergraduate GPA emerged as a significant correlate of not only the overall student OT academic average, but also of performance in the cognitiveneurological course.…”

Section: Discussionsupporting

confidence: 88%

Factors Predicting Applicant Outcomes in Occupational Therapy Education

Lysaght

Donnelly²,

Villeneuve³

2009

Can J Occup Ther

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Section: Discussionsupporting

confidence: 88%

Factors Predicting Applicant Outcomes in Occupational Therapy Education

Lysaght

Donnelly²,

Villeneuve³

2009

Can J Occup Ther

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“…A meta-analysis by Kuncel, Hezlett, and Ones (2001) determined that undergraduate GPA and performance on the Graduate Record Examination (GRE) are generally valid predictors of future academic performance in graduate school. This finding that past academic performance predicts future academic performance has been replicated in studies focused exclusively on OT graduate students (Kirchner & Holm, 1997;Kirchner, Stone, & Holm, 2000;Lysaght, Donnelly, & Villeneuve, 2009) as well as in studies on students in other related health care professions (Halberstam & Redstone, 2005;Jones, Simpkins, & Hocking, 2014;Keskula, Sammarone, & Perrin, 1995;Utzman, Riddle, & Jewell, 2007a). In addition, Bathje, Ozelie, and Deavila (2014) and Kirchner et al (2000) identified correlations between undergraduate GPA and GRE scores and future performance on fieldwork and academic performance at the graduate level among OT students.…”

Section: Literature Reviewmentioning

confidence: 50%

“…However, in an attempted replication of Kirchner and Holm's (1997) findings, Kirchner et al (2000) found no correlation between written essay scores and academic or fieldwork performance in a study of MOT students.…”

Section: Literature Reviewmentioning

confidence: 96%

Passing the NBCOT Examination: Preadmission, Academic, and Fieldwork Factors

Novalis¹,

Cyranowski²,

Dolhi³

2017

The Open Journal of Occupational Therapy

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All occupational therapy students are required to successfully complete the certification examination administered by the National Board for Certification in Occupational Therapy (NBCOT) before they can practice independently. The need to repeat the examination can result in stress, anxiety, and financial hardship. This paper explores the relationship of preadmission factors, academic and fieldwork performance, and demographic variables to successful first-time attempts on the certification examination for occupational therapists. Data were gathered from 144 student files in a Master of Occupational Therapy (MOT) Program at a single university. Of the sample, 82% passed and 18% failed their first NBCOT test trial. Considered independently, preadmission recommendation letters and writing sample scores, graduate MOT program GPA, lack of MOT program difficulty, fieldwork self-reports, and gender predicted NBCOT certification examination outcomes. When considered together in logistic regression models predicting outcome, this combination of factors correctly predicted 86.2% of student outcomes (or 20% to 32% of the variance in certification examination success), with OT program GPA and preadmission recommendation scores predicting unique outcome variance. This information may be helpful to admissions committees as well as to occupational therapy faculty as they identify strategies and practices to facilitate first-time test taking success on the NBCOT certification examination. Keywords certification examinations, predictors, student outcomes Cover Page FootnoteThe authors would like to acknowledge the assistance of Katlyn Long Salac, OTR/L and Lauren Harvey, OTR/L with this project. Complete Author ListSharon D. Novalis, Jill M. Cyranowski, and Cathy D. Dolhi This topics in education is available in The Open Journal of Occupational Therapy: https://scholarworks.wmich.edu/ojot/vol5/iss4/ 9All entry-level occupational therapy (OT) There is an abundance of literature related to academic selection criteria and their relationship to The Open Journal of Occupational Therapy, Vol. 5, Iss. 4 [2017], Art. 9https://scholarworks.wmich.edu/ojot/vol5/iss4/9 DOI: 10.15453/2168-6408.1341the PANCE and determined gender as a predictor of success (with males being more successful than females).Although strong graduate-level academic performance is consistently associated with future success on certification examinations, the predictive value of other criteria is variable. The intent of the current study was to explore the relationship among Sample Characteristics Preadmission FactorsTo be considered for admission to the MOT program under study, applicants were typically required to have a cumulative undergraduate GPA of 3.0 or higher on a 4.0 scale. This requirement was also applied to prerequisite course performance in human anatomy with lab, physiology with lab, abnormal psychology, lifespan development, and statistics or research methods.Applicants were also required to secure three letters of recommendation from aca...

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“…There are a number of possible reasons for this. Academic grades are more likely to correlate with clinical performance when the grades are based on multiple rather than individual courses (Kirchner et al ., 2000). The fact that in this study, GPA was cumulative, based on an average of all courses to date, might explain why it was able to consistently predict student clinical performance in all behavioural areas.…”

Section: Discussionmentioning

confidence: 99%

“…Inconsistent results have been reported. While moderate positive relationships between academic grades and clinical performance ratings have been reported (Howard & Jerosch‐Herold, 2000; Kirchner, Stone & Holm, 2000), most studies have found no or only weak positive relationships between them (Best, 1994; Kirchner & Holm, 1997; Mann & Banasiak, 1985).…”

Section: Introductionmentioning

confidence: 98%

Predictors of occupational therapy students’ clinical performance: An exploratory study

Tan

Meredith

McKenna

2004

Aus Occup Therapy J

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Determining factors that predict student clinical performance can enable the early identification of students at risk of clinical difficulties. This exploratory study examined the ability of grade point average, trait anxiety, the completion of an elective preclinical practical course, and age to predict the clinical performance of occupational therapy students. Forty-nine occupational therapy students provided demographic and academic details, and completed parts of The Sixteen Personality Factor Questionnaire (Fifth Edition) before commencing their first major clinical placement. Clinical performance was measured in eight behavioural areas using a 53-item evaluation tool. Grade point average was the most important and consistent positive predictor of student clinical performance. Some areas of performance were positively predicted by trait anxiety and age, and negatively predicted by completion of the preclinical course. The need for future research on other potential predictors is highlighted. Improved knowledge of predictors might inform the curricula of occupational therapy training programs, and allow the early identification of students at risk of clinical difficulties so that appropriate supports can be implemented to assist them to reach their full clinical potential.

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Use of Admission Criteria to Predict Performance of Students in an Entry-Level Master's Program on Fieldwork Placements and in Academic Courses

Cited by 17 publications

References 6 publications

Factors Predicting Applicant Outcomes in Occupational Therapy Education

Factors Predicting Applicant Outcomes in Occupational Therapy Education

Passing the NBCOT Examination: Preadmission, Academic, and Fieldwork Factors

Predictors of occupational therapy students’ clinical performance: An exploratory study

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