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BACKGROUND: The origin of inequalities in health outcomes has been explained by health selection and social causation models. Health selection processes operate particularly at school age. We study, if student allocation to teaching groups with aptitude tests (selective vs general class) differentiates adolescents by health behaviors and mental health. METHODS: Finnish schoolchildren 12‐13 years from 12 selective classes, n = 248; 41 general classes, n = 703 answered a questionnaire on addictive products (tobacco, snus, alcohol, and energy drinks), digital media use, and mental health (health complaints, anxiety, and depression). Structural equation modeling was conducted to identify structures between outcomes, SEP (socioeconomic position), class type, and academic performance. RESULTS: Students in the selective classes reported less addictive digital media and addictive products use than students in the general classes. Differences in academic performance or SEP between the class types did not solely explain these differences. Mental health was not related to the class type. SEP was indirectly associated with health behaviors via the class type and academic performance. CONCLUSIONS: Selecting students to permanent teaching groups with aptitude tests differentiates students according to risky health behaviors. The impact of education policies using student grouping should also be evaluated in terms of students' health. [ABSTRACT FROM AUTHOR]

Widening participation outcomes in admissions to UK medical schools have not changed 2007–2018, partly due to inequity in selection. This study models the effects of changing selection, using a novel method of contextualising applicants, on widening participation. We studied 1084 English school leaver applicants to a single medical school over two years, using data from their public exams taken 2 years pre-application (GCSE) and recent admissions test (UCAT). Widening participation was defined by postcode. We modelled two shortlists for a pre-determined number of 500; one ranked on UCAT total score, and the other on a metric that contextualised applicants' GCSE grades against their schools' average GCSE performance. There was a significant difference in the postcode-defined widening participation characteristics of the two shortlists; 46% by contextualisation and 32.2% by UCAT (Chisquare p < 0.00001). As widening participation covers 42% of postcodes, the "contextualise everyone" method achieves equity. Conventionally, contextual admissions identify individuals belonging to under-represented groups and gives them preferential treatment. Changing the rules for everyone, by using a relative attainment instead of simple absolute attainment metric, benefits from treating applicants equally; and could promote equity through widening participation. [ABSTRACT FROM AUTHOR]

Purpose To determine the predictive validity of Health Education Systems Incorporated (HESI) Exit Exam scores for student first-time success on the American Registry of Radiologic Technologists (ARRT) certification exam and to analyze whether schools' policies on the HESI Exit Exam are associated with end-of-program student success. Methods Twenty-five radiography program directors provided retrospective data on ARRT certification exam student outcomes, and 24 program directors completed the HESI Exit Exam program policy survey. Data analysis was performed to examine the correlation between students' HESI Exit Exam scores and their first-time ARRT certification exam outcomes and to investigate the relationship between program policies and performance on both exams. Results First-time ARRT certification exam outcomes were obtained for 1265 program graduates who took the HESI Exit Exam from 2018 through 2021. Students achieving acceptable (700-749) and recommended (750-799) HESI Exit Exam scores exhibited significantly higher certification exam pass rates of 79.4% and 86.4%, respectively. ARRT certification exam pass rates were higher for those scoring 800 or above (94.5-100%). Implementation of a minimum HESI Exit Exam score requirements and a required exam preparation were significantly associated with more favorable ARRT certification exam outcomes. Discussion There was a significant positive relationship between higher HESI Exit Exam scores and more successful outcomes on the ARRT certification exam. Two program policies regarding use of the HESI Exit Exam (minimum exit exam score required, required test prep) emerged as best-practice approaches for ARRT certification exam success. Conclusion The HESI Exit Exam was predictive of success on the ARRT certification exam. The results presented in this study can be used to improve radiography education. Future research on how additional educational resources affect HESI Exit Exam and ARRT certification exam success is warranted. [ABSTRACT FROM AUTHOR]

Multiple mini-interviews (MMI) have been used as a tool in the selection of medical students to evaluate their interpersonal and intrapersonal attributes. It is suggested that rigorous evaluation in MMI may predict academic performance during medical training. Thus, this study aims to determine the relationship between MMI scores and subsequent academic performance at the end of the preclinical phase. MMI scores for the academic session 2019/2020 intake in Universiti Putra Malaysia were gathered. The dependent variables were the students' academic performance at the end of the preclinical phase involving the Professional Examination and Professionalism and Personal Development (PPD) course. No significant positive correlation was observed between MMI and total Professional Examination scores. Total MMI and empathy station scores have a weak positive relationship with objective structured clinical examination (OSCE) marks. There was also a significant positive correlation between resilience station scores and PPD peer assessment marks. In contrast, there was a negative correlation between Malay language station scores and the theory component of Professional Examination marks. This study suggests that MMI has the potential to predict in-programme clinical performance and professionalism characteristics. Studies with larger cohorts are essential to support this evidence. [ABSTRACT FROM AUTHOR]

Aim: To explore factors associated with academic performance in the Master of Nursing programme. Background: Advanced practice nursing preparatory education generally involves completion of the Master of Nursing programme. While prior clinical experiences and on‐the‐job training are believed to underpin the preparation for such education, studies have suggested only weak or no associations between nurses' academic success in graduate schools and their clinical experiences. Methods: A retrospective cohort study was conducted in the nursing department of a university in Singapore. Academic and demographic data were extracted in February 2020 from a shared repository of anonymised teaching and learning data. R was used to select and merge data tables into a usable format for subsequent analysis. Students enrolled between 2010 and 2017 were included for the analysis (n = 246). Results: Age was statistically significantly associated with overall cumulative academic performance (p < 0.001). Younger students on average academically outperformed older students. Unmarried students were associated with better cumulative academic performance in the Clinical Practicum 2 module (p = 0.018). Conclusion: Younger students have historically outperformed their older counterparts in the Master of Nursing programme. There is a need to reassess the requirement of five years of clinical experience as an admission criterion for the Master of Nursing programme in Singapore. Implications for nursing policy: There is a need to re‐evaluate the admission criteria to better engage and retain younger nurses interested in advanced nursing practice. Nursing educators and leaders can partner with academics to develop advanced practice‐specific education for pre‐master nurses with the aptitude and interest in pursuing this track. [ABSTRACT FROM AUTHOR]

Objective The objective of this study was to compare the lexical sophistication of personal statements submitted by professional physical therapist education program applicants with those generated by OpenAI's Chat Generative Pretrained Transformer (ChatGPT). Methods Personal statements from 152 applicants and 20 generated by ChatGPT were collected, all in response to a standardized prompt. These statements were coded numerically, then analyzed with recurrence quantification analyses (RQAs). RQA indices including recurrence, determinism, max line, mean line, and entropy were compared with t -tests. A receiver operating characteristic curve analysis was used to examine discriminative validity of RQA indices to distinguish between ChatGPT and human-generated personal statements. Results ChatGPT-generated personal statements exhibited higher recurrence, determinism, mean line, and entropy values than did human-generated personal statements. The strongest discriminator was a 13.04% determinism rate, which differentiated ChatGPT from human-generated writing samples with 70% sensitivity and 91.4% specificity (positive likelihood ratio = 8.14). Personal statements with determinism rates exceeding 13% were 8 times more likely to have been ChatGPT than human generated. Conclusion Although RQA can distinguish artificial intelligence (AI)-generated text from human-generated text, it is not absolute. Thus, AI introduces additional challenges to the authenticity and utility of personal statements. Admissions committees along with organizations providing guidelines in professional physical therapist education program admissions should reevaluate the role of personal statements in applications. Impact As AI-driven chatbots like ChatGPT complicate the evaluation of personal statements, RQA emerges as a potential tool for admissions committees to detect AI-generated statements. [ABSTRACT FROM AUTHOR]

Background: This study examines the multifaceted factors influencing academic performance among dental students in Saudi Arabia, exploring the complex relationships between demographic, educational, and psychological variables and students' Grade Point Averages (GPAs) to enhance global dental education admission strategies. Methods: Data on demographics, academic performance indicators (including GPA, high school grades, test scores), accommodation type, parental education, suspension history, and English proficiency were collected through an English-language electronic questionnaire from 900 dental students across multiple institutions in Riyadh. The study employed Pearson's correlation analysis to examine relationships between GPA and various academic and demographic factors. A detailed regression analysis, using a stepwise selection based on Akaike's information criteria (AIC), identified significant GPA predictors and evaluated the average marginal effects of pre-admission variables on GPA, alongside rigorous diagnostic checks to validate the model's robustness. Results: The study revealed a complex interplay of factors impacting GPA among dental students. High school grades, achievement, and aptitude test scores showed moderate positive correlations with GPA, while negative correlations were observed with age and number of times suspended. Regression analysis highlighted age, marital status, high school grades, and test scores as key predictors, with complex interaction effects demonstrating the layered influences of these factors. For instance, the negative impact of age on GPA was moderated by high school grade and aptitude test score. The analysis also highlighted the significant marginal effects of various pre-admission variables on GPA, such as the negative average impact of age and the positive impact of high school grades. Conclusions: This study provides valuable insights into the multifaceted determinants of academic success in dental education. Our findings underscore the significant roles of high school grades, achievement, and aptitude test scores, as well as the nuanced influence of age and marital status on GPA. These results advocate for a holistic approach in evaluating candidates for dental programs and have broader implications for global dental education, emphasizing the need for comprehensive admission strategies. [ABSTRACT FROM AUTHOR]

This research study was conducted to ascertain what qualities agencies seek when selecting interns in relation to the qualities higher learning institutions stress. To date, academic and agency internship supervisors in Therapeutic Recreation (TR) have done no study to identify the critical attributes necessary for successful student internship placement. Because these attributes have not been identified, gaps exist between what agencies expect and what schools teach. To fill these gaps, data collected from both agency and academic supervisors were analyzed using importance by performance analysis (IPA) techniques. The findings of the study showed that both commonalities and differences were present in the actual perception of importance between agency and academic internship supervisors. This study provided recommendations to practitioners, educators, and researchers based on the study findings. [ABSTRACT FROM AUTHOR]

@Midwest_MedPeds and @DrDanSchumacher call for a "What the hell is water?" reckoning with #MedEd using academic excellence as a central selection metric [ABSTRACT FROM AUTHOR]

Grit is a non‐cognitive construct based on personality theory that fosters individuals to perform better and achieve their goals. Previous researchers validated the psychometric properties of grit for adults and older adolescents but ignored that for early adolescents. An inappropriate measurement model may mislead researchers and teachers to misapprehend grit measures. This study aimed to identify the most appropriate grit model for early adolescents. Three factorial models (i.e., two‐factor, one‐factor, and bi‐factor models) were evaluated and compared. Subsequently, we tested the measurement invariance (MI) and mean differences of grit across grade and gender groups. Participants were 672 junior high students (51% boys, aged 12–15) in Taiwan. The results showed that the two‐factor model was the best grit model. This finding revealed that adolescents tend to comprehend grit with two distinct concepts, consistency in interest (CI) and perseverance of effort (PE), instead of a single compound. In addition, the results showed that the two‐factor model retained strong invariance for grade and gender, justifying the comparison of grit scores over grade and gender groups for junior high students. Moreover, we did not find any group difference in the facets of grit by gender and grades. This result showed that grit is a stable personality for junior high students. The relationships between grit constructs and criteria, such as conscientiousness and academic achievements, were tested and discussed. [ABSTRACT FROM AUTHOR]

Feature selection is a widely utilized technique in educational data mining that aims to simplify and reduce the computational burden associated with data analysis. However, previous studies have overlooked the high costs involved in acquiring certain types of educational data. In this study, we investigate the application of a multi-objective gray wolf optimizer (GWO) with cost-sensitive feature selection to predict students' academic performance in college English, while minimizing both prediction error and feature cost. To improve the performance of the multi-objective binary GWO, a novel position update method and a selection mechanism for a, b, and d are proposed. Additionally, the adaptive mutation of Pareto optimal solutions improves convergence and avoids falling into local traps. The repairing technique of duplicate solutions expands population diversity and reduces feature cost. Experiments using UCI datasets demonstrate that the proposed algorithm outperforms existing state-of-the-art algorithms in hypervolume (HV), inverted generational distance (IGD), and Pareto optimal solutions. Finally, when predicting the academic performance of students in college English, the superiority of the proposed algorithm is again confirmed, as well as its acquisition of key features that impact cost-sensitive feature selection. [ABSTRACT FROM AUTHOR]

The first, sometimes the only, selection tool for entry into undergraduate medicine is prior educational attainment (PEA). This is often further specified to include certain subjects, for example, biology is a prerequisite for entry into medicine in many Asian countries. However, there seems no clear evidence base for this prerequisite. Our aim, therefore, was to carry out a retrospective quantitative study comparing the performances of five cohorts of students (2015–2019 entry; n = 588) with and without biology PEA in Years 1 and 2 Bachelor of Medicine and Bachelor of Surgery (MBBS) integrated written assessments (n = 3) and anatomy practical examinations (APE) (n = 5). The study was conducted at one of Singapore's three medical schools. Data were analyzed using independent t-tests and Mann–Whitney U with p values of less than 0.05 were considered significant. There were no significant differences in performance on any Years 1 or 2 integrated written assessments. Similarly, in one of the APE, a significant difference was found for one cohort (academic year [AY] 2015–2016) out of five assessments. These results suggest that having a prior biology qualification does not make a difference in assessment performance in the early years of medical school. This information may help stakeholders and admissions committees decide whether biology is required for medical school entrance. [ABSTRACT FROM AUTHOR]

Background: Different variables have been used to predict the academic performance of students in medical schools. The aim of this study was to assess the effect of demographics, admission system, and high-school background on the academic performance of medical students. Methods: We conducted this longitudinal cohort study on 808 students admitted to the Faculty of. Medicine at the University of Jordan (Amman, Jordan), in the years 2012 and 2013. Admission pathway, and academic performance data were collected and analyzed. Results: A total of 808 students [i.e., 426 (52.7%) females, and 382(47.3%) males] were identified. Admitted students were holding 17 different types of high school degrees, and were accepted through 6 different quota pathways (open competition [National unified admission], underprivileged ["Makrumah"], parallel, children of university staff, international students, and others). Students admitted through the open competition and the underprivileged quota(Makrumah) were more likely to graduate on time and had higher graduation grades while students admitted through the parallel, international and others quota were more likely to fail and had lower graduation grades. Regarding highs school degrees, the students that were more likely to graduate were those with IB and the Jordanian high school degrees. The highest graduation GPA was for IB students followed by SAT, IGCSE as well as Jordanian and Syrian high school degrees respectively. IB, Jordanian, Kuwaiti and IGSC high school grades were significantly correlated with the graduation GPA. Conclusions: Admission criteria such as type of high school degree and grades as well as admission pathways can predict the likelihood to graduate and the graduation GPA of medical students. Open competition and underprivileged admission pathways as well as IB, IGCSE and Jordanian high school degrees seem to be better predictors of student performance in the medical school. [ABSTRACT FROM AUTHOR]

Background: Our study determined Multiple Mini-Interview (MMI) effectiveness in evaluating specific skill sets based on medical students' performances during the undergraduate years and compared the academic performances of medical students who appeared for onsite/online MMI. Methods: A retrospective study of 140 undergraduate medical students between 2016 and 2020 included data on age, gender, pre-university results, MMI scores, and examination results. Appropriate non-parametric tests were applied to compare the students' MMI and academic performances. Results: Ninety-eight students from cohorts 12 to 15 had an overall MMI score of 69.0(IQR: 65.0—73.2)/100 and an overall Cumulative Grade Point Average(GPA) of 3.64 (3.42—3.78)/5.0. Spearman's correlation revealed a significantly positive relationship between MMI and cGPA (rho = 0.23) and GPA from the first 2 semesters (GPA1 rho = 0.25, GPA2 rho = 0.27). This observation was similar to that for station A in the first year (cGPA rho = 0.28, GPA1 rho = 0.34, GPA2 rho = 0.24), and in station B (GPA4 rho = 0.25) and D (GPA3 rho = 0.28, GPA4 rho = 0.24) in the second year. Of twenty-nine cohort16 students, 17(58.6%) underwent online and 12(41.4%) offline modes of MMI assessment, respectively. The overall median MMI score was 66.6(IQR: 58.6—71.6)/100, and the overall median cGPA was 3.45 (3.23—3.58)/5.0. When comparing the median marks of cohort16 groups, the online group scored significantly higher marks for station D than the offline group (p = 0.040). Conclusion: Correspondence between MMI scores and cGPA predicted MMI scoring during student selection and entry process might ensure the success of their academic performance in medical school. [ABSTRACT FROM AUTHOR]

Background: Academic performance factors, such as school-leaving grades and other academic indicators for selection, play a significant role in student success. The study aimed to determine the best predictors of academic success in the first year of study for nursing studies at a South African university using three National Benchmark Test (NBT) domains and four National Senior Certificate (NSC) subjects. Methods: We conducted a retrospective review of the admission data of first-time students (n = 317), enrolled on the Bachelor of Nursing between 2012 and 2018. Hierarchical regression was used to explore important variables predicting success in the first year of study. Cross tabulations were used to determine the association between progression outcome, proficiency levels of the NBT and school quintiles. Results: All predicting variables explained 35% of the variance in the first year of the study. The NBT MAT (Mathematics), Academic literacy (AL), and NSC's Life Sciences were statistically significant predictors for passing the first year. Analysis of progression outcomes by the NBT proficiency levels suggests that most students begin studies with lower entry-level skills than required, which hinders academic progress. No major differences in academic performance were observed for the students who attended different quintiles. Conclusion: Selection test results predict areas where students are likely to encounter difficulties and inform the interventions needed to achieve academic success. There may be serious implications for students admitted with low entry-level skills in variables predicting academic success and they would need tailored academic interventions to improve their grasp of mathematical and biological concepts and their ability to read, think and reason. [ABSTRACT FROM AUTHOR]

Background: Practical and non-cognitive skills are essential to medical professions; yet, success in medical studies is primarily assessed with cognitive criteria. We show that practical exams can benefit students who have only average high school final grades, but working experience in medical professions. Methods: With a cross-sectional study, we compare the performance of undergraduate medical students with working experience in adjacent health-care professions (and below-average school leaving-grades) with students who entered medical school directly based on their excellent school records in an Objective Structured Clinical Examination (OSCE). For a sample of more than 1,200 students, we use information on OSCE scores in medical and practical skills, doctor-patient communication/interaction, performance in MC-exams, and core sociodemographic variables. Results: Waiting list students outperformed their classmates in the demonstration of practical skills. Students admitted via their excellent school grades scored best overall. This difference vanishes once we control for school-leaving grade and age, the two main factors separating the analysed groups. Students from the waiting list have a significantly smaller overall chance to reach excellent grades in the first two years of study. Conclusions: Students who gathered experiences in health-care professions before enrolling at medical school can benefit from an expanded role of practical elements in medical studies. Student selection instruments should take these different starting positions and qualities of applicants into account, for example with a quota for the professionally experienced. [ABSTRACT FROM AUTHOR]

Medical education is one of the most sought-after disciplines for its prestigious and noble status. Institutions endeavor to identify admissions criteria to register bright students who can handle the complexity of medical training and become competent clinicians. This study aims to apply statistical and educational data mining approaches to study the relationship between pre-admission criteria and student performance in medical programs at a public university in Saudi Arabia. The present study is a retrospective cohort study conducted at the College of Computer Science, King Khalid University, Abha, Kingdom of Saudi Arabia between February and November 2022. The current pre-admission criterion is the admission score taken as the weighted average of high school percentage (HSP), general aptitude test (GAT) and standard achievement admission test (SAAT), with respective weights of 0.3, 0.3 and 0.4. Regression and optimization techniques have been applied to identify weightages that better fit the data. Five classification techniques—Decision Tree, Neural Network, Random Forest, Naïve Bayes and K-Nearest Neighbors—are employed to develop models to predict student performance. The regression and optimization analyses show that optimized weights of HSP, GAT and SAAT are 0.3, 0.2 and 0.5, respectively. The results depict that the performance of the models improves with admission scores based on optimized weightages. Further, the Neural Network and Naïve Bayes techniques outperform other techniques. Firstly, this study proposes to revise the weights of HSP, GAT and SAAT to 0.3, 0.2 and 0.5, respectively. Secondly, as the evaluation metrics of models remain less than 0.75, this study proposes to identify additional student features for calculating admission scores to select ideal candidates for medical programs. [ABSTRACT FROM AUTHOR]

Accreditation of medical schools refers to a systematic process of external quality assurance, wherein the school is evaluated depending on the prespecified set of standards. Accreditation becomes quite essential to monitor the quality standard adopted by medical schools and also to give an indication to the foreign medical council about the quality of training imparted to the students. The research findings obtained from different studies have shown that medical graduates passing from accredited medical schools perform much better than their counterparts who complete their education from unaccredited schools. A number of factors and strategies adopted by accredited medical schools eventually determine the performance of students in examinations after the completion of their training. In conclusion, the process of accrediting a medical school tends to have multiple benefits for medical students, as it ensures the delivery of quality medical education. Moreover, owing to the multiple quality measures adopted by these accredited medical schools, medical graduates are well-equipped and better prepared to Excel in entrance examinations and deliver quality assured health-care services to patients. [ABSTRACT FROM AUTHOR]

The authors comment on Sgroi et al.'s review of athletes in medicine to stress the importance of investigating potential unintended consequences when using participation in such activity for student selection. [ABSTRACT FROM AUTHOR]

Background: The present study addresses the equality of school effectiveness across schools. One central aim of compulsory education is for students to learn equally well at all schools in a country even if these schools differ in terms of student composition. However, measuring equality of learning gains independently from selection effects usually requires longitudinal data. This study suggests a different approach and proposes a new measure for the equality of school effectiveness across schools. Methods: We applied a two-level regression discontinuity approach to estimate the between-school variation in added-year effects on mathematics and science achievement that result from an additional year of schooling, after controlling for the effects of age and student selection—i.e., between-school differences in achievement levels. We utilized data from a total of 13 samples. These stemmed from Nordic and other European countries, which assessed students from two adjacent grades at the same schools. The samples stemmed from TIMSS 1995 and 2015 and both primary and secondary school levels. Results: The main findings indicated that although schools differed in initial achievement levels in all samples, schools in some countries, such as Norway and Cyprus, attained a high degree of equality of school effectiveness—i.e., of the effect of an additional year of schooling. Despite the fact that schools with a more privileged student composition had higher achievement levels than less privileged schools, their school effectiveness did not usually differ significantly. Both age and an additional year of schooling resulted in positive effects on mathematics and science achievement, however, effect sizes differed considerably between the 13 samples. Conclusions: We discuss the implications of the proposed school effectiveness measure, which is based on a regression discontinuity approach. We conclude that countries, such as Nordic ones, should consider extending their participation in international large-scale assessments with additional grades from the same schools in future cycles. This design would enable a multitude of robust school effectiveness studies in the future. [ABSTRACT FROM AUTHOR]

The University Clinical Aptitude Test (UCAT) is an admissions assessment used by a consortium of universities across the UK, Australia, and New Zealand, to aid the selection of applicants to medical and dental degree programmes. The UCAT aims to measure the mental aptitude and professional behaviours required to become successful doctors and dentists. We conducted a systematic review to establish the predictive value of the UCAT across measures of performance at undergraduate and post-graduate levels. A literature search was conducted in April 2020 using eight electronic databases: MEDLINE, APA PsycInfo, SCOPUS, Web of Science, EThOS, OpenGrey, PROSPERO, and the UCAT website. Data were extracted from selected studies and tabulated as results matrices. A narrative synthesis was performed. Twenty-four studies satisfied our inclusion criteria, 23 of which were deemed to be of good quality (using the Newcastle-Ottawa Scale). For over 70% of univariate data points, the UCAT exerted no statistically significant predictive validity; for the remainder, predictive power was weak. The cognitive total and verbal reasoning subtests had the largest evidence base as weakly positive predictors of academic performance. The SJT subtest was a weak predictor of professional behaviour during medical school. Studies specific to dental schools demonstrated variable findings across the five studies. Only 1 study looked at post-graduate outcome measures and demonstrated that the UCAT was not a predictor of health- or conduct-related fitness to practice declarations at GMC registration. These data provide some support for the use of cognitive total and verbal reasoning subtests as part of medical school selection. Further research is needed to investigate outcomes beyond professional registration and for dental students. [ABSTRACT FROM AUTHOR]

Purpose: Little is known about how others evaluate applicants to master’s programs in speech-language pathology along criteria used during holistic review despite more programs adopting holistic review. This knowledge gap limits our understanding of whether holistic admissions may offer a more equitable pathway to entering speech-language pathology. This study investigated how faculty and PhD students evaluated applicants to master’s speech-language pathology programs along criteria used during holistic review. Method: We administered a survey online through a Qualtrics platform. Respondents (N = 66) were faculty and PhD candidates in U.S. speech-language-hearing departments. Survey blocks included demographics, professional background, and vignettes. Vignettes featured profiles of applicants to master’s programs in speech-language pathology. Vignettes systematically varied in the indicators of applicant criteria, which were specified at low, moderate, or high levels or not specified. After reading each vignette, respondents rated the applicant and indicated their admissions decision. Analysis included descriptives. Results: Relative to an applicant who was at a high level for all indicators except cultural and linguistic diversity, respondents ranked applicants who varied in their indicators of criteria levels lower. Respondents were also less likely to make an explicit “accept” decision (vs. “waitlist” or “reject”) for this latter group of applicants. Conclusions: Even when implementing criteria used during holistic review, applicants who vary from a “high-achieving” stereotype may still face barriers to entry. Future work is needed to understand the precise nature of how holistic admissions review may play out in actual practice and help increase diversity in the profession. [ABSTRACT FROM AUTHOR]

Students' academic achievement is a key predictor of various life outcomes and is commonly used for selection as well as for educational monitoring and accountability. With regard to achievement indicators, a differentiation has traditionally been drawn between grades and standardized tests. There is initial, albeit inconclusive, evidence that these indicators might differentially reflect students' personality as encapsulated in the Big Five personality traits as well as measures of cognitive abilities. In this article, we propose the personality-achievement saturation hypothesis (PASH) as an overarching model that describes the association between achievement indicators and personality. The PASH suggests that the differentiation between grades and tests is too simplistic and that associations between personality and achievement instead vary across five main features of the achievement measures that are used: level of standardization, relevance for the student, curricular validity, instructional sensitivity, and cognitive ability saturation. On the basis of findings from prior studies, we focused in particular on conscientiousness and openness to test the PASH. We used data from three large-scale studies (total N = 14,953) and aggregated our findings across these studies. In line with the PASH, the Big Five trait of conscientiousness was most strongly related to measures that were less standardized and less saturated with cognitive ability but higher on curriculum validity, relevance, and instructional sensitivity. In addition, openness was most strongly related to measures that were higher on standardization and cognitive ability saturation but lower on relevance, curriculum validity, and instructional sensitivity in English. Educational Impact and Implications Statement: Achievement measures are of central importance for student selection, employment, and educational policy, and according to a widely shared belief, they involve intellectual abilities as well as aspects of personality such as effort and persistence. Up to now, prior research has remained rather inconclusive about why achievement measures vary in their degree of personality saturation. In this study, we developed and successfully tested a new framework (the PASH), which categorizes achievement measures along five main features and thereby contributes to a better explanation of differential associations between personality traits and different achievement measures. [ABSTRACT FROM AUTHOR]

The training of professionals must be based on scientific and innovative bases that allow higher results, adequate academic performance and teacher preparation. In recent years, the pedagogy and didactics of technical sciences have been the subject of vast studies, an imprint in which this research is carried out, from which the article is derived, the objective of which is to exchange the background and initial results on improvement of the academic performance of technical science students from the selection of teaching-learning methods and media. The influence of this on the academic performance of the students in the sample is assessed, from the particularities of two subjects, the professional model and the systemic approach. The results obtained allow a preliminary generalization that underlines this relationship in the training of technical science professionals, especially in this type of subject. [ABSTRACT FROM AUTHOR]

Purpose: The study investigates the efficacy of new features introduced to the selection process for medical school at the University of New South Wales, Australia: (1) considering the relative ranks rather than scores of the Undergraduate Medicine and Health Sciences Admission Test and Australian Tertiary Admission Rank; (2) structured interview focusing on interpersonal interaction and concerns should the applicants become students; and (3) embracing interviewers' diverse perspectives. Methods: Data from 5 cohorts of students were analyzed, comparing outcomes of the second year in the medicine program of 4 cohorts of the old selection process and 1 of the new process. The main analysis comprised multiple linear regression models for predicting academic, clinical, and professional outcomes, by section tools and demographic variables. Results: Selection interview marks from the new interview (512 applicants, 2 interviewers each) were analyzed for inter-rater reliability, which identified a high level of agreement (kappa=0.639). No such analysis was possible for the old interview since it required interviewers to reach a consensus. Multivariate linear regression models utilizing outcomes for 5 cohorts (N=905) revealed that the new selection process was much more effective in predicting academic and clinical achievement in the program (R² =9.4%-17.8% vs. R² =1.5%--8.4%). Conclusion: The results suggest that the medical student selection process can be significantly enhanced by employing a non-compensatory selection algorithm; and using a structured interview focusing on interpersonal interaction and concerns should the applicants become students; as well as embracing interviewers' diverse perspectives. [ABSTRACT FROM AUTHOR]

Lions Connected (LC) is an inclusive postsecondary program approved by the U.S. Department of Education; thus meeting rigorous program standards and accountability. Equally important is that it gives eligible students from rural areas the opportunity to receive federal financial aid to attend college. The purpose of developing LC was to meet the needs and desires of the surrounding rural communities by providing postsecondary opportunities for students with intellectual disability (ID) to enhance their social, academic, and employment skills alongside peers without disabilities. This article describes the program in detail as well as program outcomes, including employment in rural home communities. LC students receive a true college experience while preparing to become contributing members in society regardless of where they live. By following LC's program structure, there are multiple opportunities for supporting students with ID in rural settings and helping them garner a college experience and become successfully employed in their community and reach their full potential. [ABSTRACT FROM AUTHOR]

Background: This study aimed to map and summarise the state of the research regarding doctoral programs in nursing, as well as the issues debated in the context of nursing doctoral education. A Scoping Review in accordance with the Preferred Reporting Items for Systematic reviews and Meta-Analysis extension scoping reviews statement (PRISMA-ScR) was conducted. Three electronic bibliographic data bases were searched: Cumulative Index to Nursing and Allied Health Literature Complete, Medline (on EBSCO Host) and SCOPUS to identify empirical studies published between January 2009 and December 2019. The review process was based on framework identified by Arksey and O'Malley and further revised by Levac and colleagues. Analysis was performed with the use of the Donabedian framework regarding the structure of the doctorate programmes, the process, and the outcomes. Results: The review included 41 articles, mostly originating in the United States (n=26) and Europe (n=8), mainly by collecting the perceptions of students and faculty members with descriptive studies. The following issues were investigated at the (a) structure level: Prerequisite for doctoral candidates, Qualifications of faculty members, Mission of doctoral programs; (b) process level: Doctoral programs contents, Doctoral programs resources and quality, Mentoring and supervision, Doing doctorate abroad; and (c) outcome level: Academic performance outcomes in doctoral programs, Doctoral graduates' competences, Doctoral students/graduates' satisfaction, Doctoral graduates' challenges. Conclusions: Doctoral programs have mainly been investigated to date with descriptive studies, suggesting more robust research investigating the effectiveness of strategies to prepare future scientists in the nursing discipline. Doctorates are different across countries, and there is no visible cooperation of scholars internationally; their structure and processes have been reported to be stable over the years, thus not following the research development in nursing, discipline and practice expectations. Moreover, no clear framework of outcomes in the short- and long-term have been established to date to measure the quality and effectiveness of doctorate education. National and global strategies might establish common structure, process and outcome frameworks, as well as promote robust studies that are capable of assessing the effectiveness of this field of education. [ABSTRACT FROM AUTHOR]

Aim: To identify the selection methods currently being used for pre‐registration nursing programmes and to assess the predictive power that these methods have on students' success. Background: Research into selection methods in nursing education is beginning to emerge, yet it is unclear which methods are most predictive of students' success. Design: A systematic review of the literature. Methods: A systematic search of ten electronic databases: CINAHL, MEDLINE Ovid, EMBASE, PROQUEST Health and Medical, PROQUEST Education, COCHRANE Library, Web of Science, ASSIA, SCOPUS and PROSPERO was conducted. The results were expanded by the handsearching of journals, reference lists and grey literature. The PRISMA statement guided the review. Studies published in English between January 2008–March 2020 were eligible for inclusion, and quality assessment was undertaken using the CASP Checklist for Cohort Studies. Results: Twenty‐five studies met the criteria for inclusion. A range of selection methods was identified including prior academic achievement, admissions tests, interviews, emotional intelligence tests, personal statements and previous healthcare experience. Prior academic achievement and admissions tests appear to be the selection methods most predictive of student success. The evidence surrounding other selection methods such as interviews and personal statements is less conclusive. Conclusion: Selecting individuals with the appropriate knowledge, interpersonal skills and personal qualities needed to complete an undergraduate nursing programme is an important part of the role of nurse educators. This review shows that a wide variety of selection methods are used across different institutions, some of which are more effective than others in predicting student outcomes. Relevance to clinical practice: Further research is required to justify the continued use of some commonly used selection methods for undergraduate nursing programmes. Selection models that combine various types of selection criteria with predictive power appear to increase the probability of selecting students that will have successful outcomes. [ABSTRACT FROM AUTHOR]

Background and Purpose. Despite an increase in the number of physical therapist education programs and applicants, there is limited diversity represented in the physical therapy profession. This case report describes the development and implementation of a holistic review rubric with the goal of increasing diversity in 1 entry-level physical therapist education program. Case Description. The University of Colorado Physical Therapy Program developed a holistic review rubric, based on literature review and conversations with other programs, with a focus on the specific mission/values/goals of the program. Admissions decisions for the 2018-19 admissions cycle were based on holistic rubric scores in addition to the traditionally used cognitive measures and interview recommendations. Outcomes. The Program received 919 verified applications, 713 met the eligibility requirements and were reviewed using the holistic rubric, 193 were invited to interview, and 71 matriculated. Overall, the Program admitted a greater proportion of diverse students as compared with the total Program applicant pool in the following categories: 1) race/ethnicity, 2) socioeconomic status, and 3) other unique characteristics (first-generation college student, military experience, and rural). Second, compared with the Physical Therapy Centralized Application Service data, the Program admitted an increased proportion of diverse students. Third, the 193 applicants who were interviewed by the Program based on the holistic review compared with the top 193 applicants based on cumulative grade point average had an increased proportion of diverse students. Discussion and Conclusion. Although this case report reflects only 1 admission cycle at 1 institution, the initial data suggest that the use of a holistic review may increase diversity in entry-level Doctor of Physical Therapy programs, as compared with using more traditional admissions methods with the goal of leading to increased diversity within the physical therapist profession. [ABSTRACT FROM AUTHOR]

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A recent opinion article in Clinical Medicine promoted a new preference-based algorithm to allocate training places for the UK Foundation Programme Office (UKFPO). This replaced the previous process, which ranked candidates based on medical school academic achievement (the educational performance measure; EPM) and the score on a situational judgement test (SJT). Although not without risks, we believe that the new system has positive potential. In presenting their case, Sam et al summarised evidence relating to the UKFPO in an unbalanced way, leading to what we believe are erroneous inferences, particularly with regard to differential attainment. Here, we provide an example of how the general evidence base and conceptual understanding of the validity of SJTs for medical selection is poorly understood. We highlight important research findings that were not cited by Sam et al and provide what we believe is a more balanced and accurate interpretation of the evidence base relating the UKFPO SJT, and SJTs used in medical selection in general. We do this with particular reference to the validity of such tools in this context, as well as their potential impact on under-represented groups in medicine, compared with other selection assessments. [ABSTRACT FROM AUTHOR]

Background: The admissions criteria for colleges of medicine and allied health professions include several cognitive predictors. Little is known of the admissions criteria for the allied health professions and their correlation with students' academic performance. This study investigates predictors for students' academic achievements at allied health colleges at King Saud University. Design: Retrospective cohort study. Settings: College of Applied Medical Sciences, College of Nursing, and Prince Sultan bin Abdulaziz College for Emergency Medical Services, Saudi Arabia. Participants: The sample comprised 1634 students. Method: The high school grade average (HSGA), aptitude test (APT) score, achievement test (ACT) score, and current grade point average (GPA) were retrieved. The data were analysed using Pearson's correlation coefficient and regression analysis. Results: HSGA, ACT, and APT were significantly positively associated with students' academic performance in colleges for all allied health professions. Multivariate regression analysis showed that the most predictive variable for all allied healthcare professions was HSGA (β = 0.347), followed by ACT (β = 0.270) and APT (β = 0.053) scores. The regression model indicated that the HSGA, APT, and ACT together predicted 26.5% of the variation in students' cumulative GPAs at the time of graduation. Conclusion: The admissions criteria for the allied health colleges at King Saud University predicted only 26.5% of the students' cumulative GPA at the time of graduation. Other noncognitive admission criteria should be taken into consideration to improve the prediction of students' academic potential. [ABSTRACT FROM AUTHOR]

Background: To determine whether discontinuing the Undergraduate Medicine and Health Sciences Admissions Test (UMAT) in 2011 for selection and changes to the South Australian Certificate of Education (SACE) requirements in 2012 when the new Australian Tertiary Admissions Rank (ATAR) was introduced impacted on students' accumulative level of achievement and performance in the Bachelor of Oral Health (BOH) programme. Methods: Board of Examiner's course results for end of year performance were collected for BOH cohorts from 2006 to 2017 (n = 347). Overall performance and achievement level attained were calculated and formed the dependent variables, Performance and Achievement. Group‐based trajectory modelling (GBTM) characterised trajectories of yearly academic achievement and the likelihood of each case belonging to the latent group classified as individual group membership. Chi‐square (or Fischer's exact) tests were conducted on groups and selected independent variables, using SAS 9.4. Results: A 2‐group academic Performance trajectory was selected as Consistent (n = 290; 83.6%) and Inconsistent (n = 57; 16.4%), and Achievement level (credit number) trajectory as Low (n = 154; 44.4%) and High (n = 193; 55.6%). Statistically significant findings in relation to achievement level were found; female students, those who enrolled after UMAT was discontinued, students enrolled since SACE changes, and those who nominated BOH as their first career preference, were more likely to achieve higher grades than their counterparts. Conclusion: Discontinuing the UMAT for selection and SACE changes have shown no adverse changes in students' level of achievement in the BOH programme, although enrolling in a course not their first preference was shown to affect performance level. [ABSTRACT FROM AUTHOR]

Introduction: In India, in 2016, the medical council of India introduced one single common entrance test called NEET- National Eligibility Entrance Test for admission to all the medical, dental and paramedical courses after 12th standard for government as well as private institutes. Since NEET is the first attempt by the government of India to create a central admission process, it is clearly in its early process and there is an incredible need for scientific data to evolve the system. The aim of this study is to analyze if the admissions through NEET affected the quality of students with respect to their academic performance pursuing the undergraduate dental program, especially in the private colleges. Materials and Methodology: The academic performance was measured by comparing the Dental Anatomy (DA) subject marks acquired by the students in their university exam at the end of first year of their BDS course for the years 2015, 2016 and 2017. Results: There was a significant difference (<0.05) in the academic outcome of the NEET and NON-NEET batches, but there wasn't a significant difference (>0.05) between the two NEET batches i.e. between 2016 and 2017 batches. Conclusion: The academic quality of dental graduates in first year of the BDS course could be considered better considering the marks of dental anatomy subject for both the NEET batches 2016 and 2017 compared to the NON-NEET batch of 2015. [ABSTRACT FROM AUTHOR]

The low throughput rates of basic nursing students could be indirectly associated with the shortage of nurses in the nursing profession. Various factors could be related to the poor academic performance in tertiary education, with specific reference to nursing students. One of these factors is the selection and recruitment requirements for entry into nursing programmes. The objective of this article is to share the results of a study that was conducted in South Africa to describe whether background knowledge of grade 12 Life Sciences and English Language Proficiency influenced the academic performance in the Biological and Natural Science module of first-year student nurses. A quantitative research study was conducted. Baseline data were gathered by means of a checklist to collect data from first-year student admission records (193), and questionnaires to collect data from second-year students (147). The data demonstrated a positive association between the academic achievement of the Biological and Natural Sciences module and background knowledge of grade 12 Life Sciences and between the academic achievement of the Biological and Natural Sciences module and grade 12 English Language Proficiency. Students, but especially students who comply with specific prerequisites, thus a pass mark of grade 12 Life Sciences and evidence of adequate grade 12 English Language Proficiency, must be recruited to enhance the throughput rates of nursing students to help reduce the nursing shortage. [ABSTRACT FROM AUTHOR]

Having 'good' doctors is important to everybody. How to select medical students better has been discussed repeatedly for more than seventy years, implying that prevailing methods could be improved. A significant body of research exists about selection methods and their application in medicine. Yet most medical schools world-wide continue to use prior academic performance and cognitive ability as their major criteria for selection, with minor or no consideration of personal qualities and interpersonal skills (possibly assuming they will develop naturally during training and practice). We describe the main methods available for assessing personal qualities of applicants to medical school and have attempted to identify some reasons and systemic disincentives working against their adoption. [ABSTRACT FROM AUTHOR]

This article investigates the perceived and actual predictability of teacher educators working as assessors in entrance examinations for the Finnish Primary School Teacher Education (PSTE) programme. The section examining perceived predictability was conducted as a survey. The data for actual predictability, containing student teachers' entrance examination scores and student achievements, was collected from the student register. The findings indicate that although teacher educators consider themselves able to predict applicants' performance in the PSTE programme, their actual predictability in entrance examinations was poor. The assessments predicted only slightly student teachers' study pace in the PSTE programme, while better scores in entrance examinations predicted, in fact, weaker grades in studies. Teacher educators also conform to hidden quotas based on Finnish student selection paradigms in awarding better entrance examination scores to male and older applicants. The findings highlight teacher educators' need for more structured professional learning in a gatekeeping context. [ABSTRACT FROM AUTHOR]

Background/aims: Limited research exists on the predictive validity of multiple mini interviews when used during the selection process for physiotherapy, occupational therapy and speech and language therapy programmes. Traditional interviews were replaced by multiple mini interviews in the selection process for these three undergraduate programmes in one UK university. The purpose of secondary data analysis was to determine whether multiple mini interviews can predict academic and clinical placement performance during the first and second year of study. Methods: Secondary data analysis was performed using the admissions data from 169 students. Data analysed comprised predictors (entry tariff, age and multiple mini interview scores) and outcomes (academic and placement achievement in years 1 and 2 over a period of 2 years from 2014 to 2016). Results: Multiple standard regression analyses revealed that, overall, multiple mini interview score was not a significant predictor of academic achievement or clinical placement performance in years 1 and 2 for any of the three professions. Pearson's correlations indicated that age and entry tariff were frequently and significantly correlated with academic achievements for all cohorts. Conclusions: Performance in the multiple mini interview is not a predictor of academic achievement or clinical placement performance in this specific cohort of students. Entry tariff showed a significant correlation with academic achievement. Additional studies with larger cohorts are recommended. [ABSTRACT FROM AUTHOR]

Students in psychology are often surveyed for personality. Empirical results show relevance of this topic, because personality influences academic success. In contrast, we know much less about the personality of students of cooperative education. So, we collected data from 5,863 students at Baden-Wuerttemberg Cooperative State University in August 2016. Multivariate analysis of covariance (MANCOVA) indicated that gender (partial η² = .06), academic field (partial η² = .01) and covariate university entrance scores (partial η² = .05) have an effect on Big Five personality traits controlling age and social class. The results can be used for selecting students in cooperative education for academic fields and compare them with other types of study. [ABSTRACT FROM AUTHOR]

The Eastman Dental Hospital Education Centre team looks at the academic credentials that you may need to consider if you're thinking about a career in dental hygiene and dental therapy [ABSTRACT FROM AUTHOR]

The aim of this study is to reveal the changes in the success of the students who entered the teaching programs between 2003-2016. In the research conducted with the screening model, the data were obtained from the success rates obtained from the student selection and placement center preference guides. The research is limited to 20 universities and 16 types of teaching programs. The years in which each exam system is valid have been compared within itself. As a result, it has been observed that generally students who have medium or higher achievement in teaching programs are taken. However, after 2011, the class teacher; After 2012, students with low-level science programs started to be accepted. Between 2012-2014, primary school mathematics teacher, in 2013 and 2014, low achievement students were included in mathematics teaching programs. Guidance and psychological counseling, teacher training for the mentally disabled, pre-school teacher, and Turkish teacher programs did not fall below the average level. [ABSTRACT FROM AUTHOR]

Health professions the world over value various competencies in their practitioners that are not easily captured by academic measures of performance. As a result, many programs have begun using multiple mini-interviews (MMIs) to facilitate the selection of candidates who are most likely to demonstrate and further develop such qualities. In this twelve-tips article, the authors offer evidence- and experience-based advice regarding how to construct an MMI that is fit for purpose. The tips are provided chronologically, offering guidance regarding how one might conceptualize their goals for creating an MMI, how to establish a database of stations that are context appropriate, and how to prepare both candidates and examiners for their task. While MMIs have been shown to have utility in many instances, the authors urge caution against over-generalization by stressing the importance of post-MMI considerations including data monitoring and integration between one's admissions philosophy and one's curricular efforts. [ABSTRACT FROM AUTHOR]

The authors convey their concerns on the relationship between professionalism as a construct and systems of assessment and selection. Topics discussed include three key discourses on professionalism with implications for assessment at the level of the individual, the interpersonal, and the societal-institutional, ambiguity, confusion, and controversy about what professionalism is, and the Multiple Mini Interview and the Situational Judgement Test for determining individual attributes.

Introduction. Entry-level Doctor of Physical Therapy (DPT) programs in the United States (US) have developed admission criteria (AC) to identify applicants most capable of program success; however, there is little evidence to support these criteria. The purpose of this study was to 1) gather data on the use and weighting of AC, 2) explore the perceptions of the value of AC, 3) explore a possible discrepancy between the use of AC and their perceived value, 4) determine whether differences in AC exist between programs with higher versus lower licensure pass rates, higher versus lower student retention rates, and across geographic regions in the US. Subjects. All DPT programs (N = 218) in the US accredited by the Commission on Accreditation of Physical Therapy Education were eligible for recruitment in this study. The survey was completed by a program director, an admission committee chair, or a faculty member familiar with the program's admission process. Of the 218 programs invited to complete the survey, 73 responded with a response rate of 33.5%. Methods. An anonymous, 30-item survey was used for data collection. Descriptive and comparative statistical methods were used on the data as a whole and by subgroups. Results. Undergraduate overall grade point average (GPA), math/science GPA, or verbal and quantitative Graduate Record Examination (GRE) scores were weighted heavily in admission decisions. The personal essay, volunteer hours, and letters of recommendation were not considered predictive of program success. There were significant differences in the proportion of programs that use the verbal and quantitative GRE scores when subdivided by licensure pass rate, either ≥95% or <95% (P = .005 and P = .049, respectively). There were no proportional differences in the utilization or weighting of criteria when programs were divided by student retention rate, either ≥95% or <95%. Geographic differences were found in the use and weighting of AC when comparing the West region with other parts of the US. Conclusion. Previous literature suggests that undergraduate GPA is the best predictor of success in a DPT program; however, this study found no significant differences between the use or weight given to the GPA on licensure examination pass rates or student retention rates. Programs may wish to reconsider requiring a number of criteria that were not weighted heavily or considered to be a top predictor of success in a DPT program, particularly those criteria that are resource intensive. [ABSTRACT FROM AUTHOR]

Context: Resources for medical education are becoming more constrained, whereas accountability in medical education is increasing. In this constrictive environment, medical schools need to consider and justify their selection procedures in terms of costs and benefits. To date, there have been no studies focusing on this aspect of selection. Objectives: We aimed to examine and compare the costs and benefits of two different approaches to admission into medical school: a tailored, multimethod selection process versus a lottery procedure. Our goal was to assess the relative effectiveness of each approach and to compare these in terms of benefits and costs from the perspective of the medical school. Methods: The study was conducted at Maastricht University Medical School, at which the selection process and a weighted lottery procedure ran in parallel for 3 years (2011–2013). The costs and benefits of the selection process were compared with those of the lottery procedure over three student cohorts throughout the Bachelor's programme. The extra costs of selection represented the monetary investment of the medical school in conducting the selection procedure; the benefits were derived from the increase in income generated by the prevention of dropout and the reductions in extra costs facilitated by decreases in the repetition of blocks and objective structured clinical examinations. Results: The tailor‐made selection procedure cost about €139 000 when extrapolated to a full cohort of students (n = 286). The lottery procedure came with negligible costs for the medical school. However, the average benefits of selection compared with the lottery system added up to almost €207 000. Conclusions: This study not only shows that conducting a cost–benefit comparison is feasible in the context of selection for medical school, but also that an 'expensive' selection process can be cost‐beneficial in comparison with an 'inexpensive' lottery system. We encourage other medical schools to examine the cost‐effectiveness of their own selection processes in relation to student outcomes in order to extend knowledge on this important topic. It's too expensive! Although feasibility is a common concern about selection practice, this study shows through cost‐benefit comparison that 'expensive' admissions processes can be cheaper than 'inexpensive' lotteries [ABSTRACT FROM AUTHOR]

In this paper, a new approach for the formation of four‐member collaborative learning groups is presented. Group formation is presented by the mathematical optimization problem. Based on the proposed approach and the variable neighbourhood search (VNS) algorithm, the application that solves the presented problem and provides the appropriate division into groups is created. The proposed approach considers the scores of a pretest, interpersonal relationships, and prosocial behaviour/openness skill of students. In order to validate our approach, an experiment was designed with 108 first‐year university students of Belgrade Business School—Higher Educational Institution for Applied Studies. Experimental and control groups were divided into four‐member groups. The experimental group was divided by using the proposed method and the control group by student selection and random selection. Multilevel analysis is used to determine whether there is a significant difference in learning outcomes between the two groups. The experimental results showed that students from the experimental group achieved significantly higher success than the students from the control group. In addition, computational results obtained with the proposed VNS algorithms are compared and verified with the results obtained by random (Monte Carlo) method. Lay Description: What is currently known about the subject matter of this paper: Group formation have great influence on the success of collaborative learning.Consideration of multiple variables for group formation can be very demanding.Previous computer‐based methods for group formation do not use VNS. What this paper adds: In this paper, new metaheuristic approach for group formation is proposed.The proposed approach considers the scores of a pretest.The proposed approach considers interpersonal relationships.The proposed approach considers prosocial behaviour/openness skill of students. The implications of study findings for practitioners: The proposed approach have positive impact on students' academic performance.This approach can divide a large number of students into smaller groups based on multiple variables. [ABSTRACT FROM AUTHOR]

Background: Can a locally developed multiple mini interview (MMI) process lead to outcomes reflective of local values and mission? Methods: In 2017, the authors performed a retrospective analysis of the relationship of MMI with multiple-choice-based outcomes and non-multiple-choice-based outcomes, including clerkship competencies, OSCE, scholarship/service/leadership, academic honor society induction, peer and faculty humanism nominations, and overall performance at graduation for two entering classes with acceptance decisions based exclusively on a locally developed MMI. Results: There was no association between MMI and performance on multiple-choice-based examinations. For other outcomes, the effect size of MMI for OSCE was small and leadership/service and scholarship did not correlate with MMI score. For clerkship competencies, there was medium effect size for patient care, practice-based learning and improvement, interpersonal and communication skills, and cultural competence. Highest and lowest quartile MMI scorers were no different in academic honor society induction; however, top quartile MMI scorers received more humanism votes versus last quartile and were more likely rated outstanding or excellent graduates. Conclusions: Local development of MMI and of admissions processes with sole reliance on MMI for final acceptance decisions will not affect academic preparation/medical school performance in multiple-choice-based assessments but can lead to locally desired attributes in students. [ABSTRACT FROM AUTHOR]

This paper reports a 40-year follow-up of 57 graduates from the initial intake to an Australian medical school who were selected on the basis of either academic criteria alone or desirable personal qualities as assessed by non-cognitive tests and an interview (with a third small group satisfying both criteria). Both students and teaching staff have remained blind to the basis for selection until the present day. Analysis of their under- and post-graduate careers indicates that 'academic' entrants were more likely to complete an intercalated BMedSci degree and to become specialists, while 'personal qualities' entrants were more likely to graduate with honours, become GPs, and win higher degrees after graduation. However, gender more significantly predicted these outcomes, with female results similar to 'personal qualities' entrants and males' similar to 'academic.' The results are interpreted with reference to the aims and structure of the Newcastle medicine curriculum. [ABSTRACT FROM AUTHOR]

The aim of this retrospective cohort study was to evaluate whether the noncognitive factors of the dental student application, including undergraduate major and interview score, predicted success in the predoctoral program and placement in postdoctoral programs. The study population consisted of 169 students in the Harvard School of Dental Medicine DMD graduating Classes of 2012 through 2016. Noncognitive factors in the dental application, including letters of recommendation, extracurricular activities, undergraduate major, and dental school admission interview performance, were collected for the study population. Groups were analyzed for differences among undergraduate majors and any association between postgraduate placement and dental school performance. Dental school performance measures were grades obtained in the third and fourth years in a combination of preclinical and clinical course assessments. The results showed that neither interview score nor undergraduate major was significantly associated with dental school performance or postdoctoral program placement. There was a non-significant association between interview score and performance in the course Treatment of Active Disease. These results suggest that noncognitive factors of the dental school application offered low yield to predicting predoctoral student performance and residency placements, with interview performance possibly outweighing undergraduate major in selection of successful predoctoral candidates. [ABSTRACT FROM AUTHOR]