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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]

Context: Evidence suggesting the benefits of compassionate, person‐centred care, for both patients and physicians is accruing. Medical selection, for example, aims to choose future health professionals that possess the correct attitudes, beliefs and personal attributes to deliver such care. Moreover, once in training, these desirable personal qualities should be developed and maintained, sometimes in the face of adverse health care service conditions. However, advances in selecting for, and developing, these abilities and attributes in health care have been hindered by a lack of clarity regarding how the relevant skills and traits should be defined, measured, developed and maintained in clinicians. Methods: In this article, we demonstrate how developments in the emotional intelligence (EI) field can be applied to the challenge of selecting for, and developing, relevant interpersonal care skills in medical students and physicians. The concept of EI itself has been somewhat controversial. However, a more nuanced understanding of EI has evolved in the light of research findings that can be applied to medical selection and education. Specifically, we propose modifications to the existing 'cascading' model of EI. This model identifies, and relates, several key socioemotional skills and traits that could be considered as 'the elementary particles' of EI required to deliver compassionate, person‐centred care. Conclusions: Our model of EI, which is relevant to care delivery, identifies putative targets for both medical selection and training. Selection for medical school and subsequent clinical education should focus on screening out those with low levels of the traits and abilities less amenable to training. Conversely, medical education should be concerned with developing and maintaining the socioemotional skills, attitudes and behaviours critical to the delivery of compassionate, person‐centred care. This is especially important for specialties characterised by high levels of emotional labour and possible resultant compassion fatigue. This Cross‐cutting Edge article draws on emotional intelligence research to look again at the socioemotional traits and abilities that are required for clinicians to sustainably deliver person‐centred care. [ABSTRACT FROM AUTHOR]

The primary aim of this study was to examine how students' cognitive interactions in an online collaborative environment influence the formation and recognition processes of unconscious cognitive mechanisms appearing in the learning of mathematical concepts at the university level. The data analyzed was collected from a population of undergraduate students. The implemented methodology was supported by a qualitative approach. The study occurred in two phases: in the first phase, students answered three questionnaires, and in the second phase, stimulated recall interviews involving the verbalization of the cognitive processes were conducted retrospectively through the online collaborative environment provided by Zoom. The selection of pairs of students participating in these interviews was made after analyzing their responses, considering their richness in terms of differences and variations. Through the study, rich insights were gained into the cognitive processes examined. The analysis showed metacognitive processes through which students' unconscious misconceptions were examined through self-reflection on previously acquired inadequate schemas. Cognitive and metacognitive interactions during the interviews progressively led to an adequate understanding of mathematical concepts. The findings confirm the results of a similar study that states stimulated recall data gathered in collaborative environments could be useful in revealing relatively higher-level cognitive and metacognitive processes. [ABSTRACT FROM AUTHOR]

The aim of this study was to investigate the types of static, dynamic, and mixed text display on students' reading comprehension, attention, and cognitive. In addition, this study also considers sitting, standing, and walking positions and different types of text. Quasi-experiments were used in this study with random sample selection of students at the high school level who have mobile reading habits. The instruments used in this study were gadgets for mobile reading, reading comprehension tests, and cognitive level measurement scales. The results showed that the reading positions that made a significant positive contribution to sustained attention were sitting reading positions and mixed text types which made the lowest contribution to sustained attention. In addition, it was found that the type of text did not have a significant effect on students' reading comprehension skills. Moving text also does not contribute significantly to students' reading comprehension skills. Students' reading comprehension ability is significantly influenced by the type of text display and reading context. Students' cognitive abilities are significantly influenced by the type of text display, but not by the reading context. Of the three types of text display, the sequence of text types that make a significant contribution from the highest to the lowest is mixed text which makes the most significant contribution, then dynamic text, and static text. So, it can be concluded that the reading context and the type of text display have different impacts on students' reading comprehension skills, sustained attention and cognitive levels of students. This research has implications that teachers must modify students' mobile reading habits by displaying text, and reading contexts so that reading comprehension skills can increase optimally. [ABSTRACT FROM AUTHOR]

The use of holistic admissions in higher education has been demonstrated to increase the diversity of incoming student classes; yet, in occupational therapy (OT) research, admissions processes remain under-explored. This phenomenological study aimed to explore the process of OT admissions from the perspective of students, faculty, and staff at a single OT program with the goal to create a more inclusive, equitable, and holistic process. Focus groups were conducted with first-year students, and an online survey was sent to faculty to explore perspectives on the admissions process, necessary qualities for an OT graduate student, and suggestions for increasing inclusion and equity in the admissions process. Several key themes emerged: the cost of applying, lack of uniformity across different institutions' admissions requirements, and preconceived notions of institutions; flexibility in admissions requirements, connections with the institution, and the need to recruit more diverse participants. Findings of this study are consistent with the literature regarding the use of holistic processes in graduate education, recommending less focus on student academic achievements and increased view of the student as a multifaceted individual with numerous talents. As a result, recommendations can be made to change admissions processes at this institution and in OT. [ABSTRACT FROM AUTHOR]

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This article presents a critical review of the use of cognitive ability testing for access to graduate and higher professional occupations to promote further debate and reflection in both the academic and practitioner community. The main contentions are that the practice of applying cognitive ability testing in these contexts has strong potential to both maintain and exacerbate social inequality in access to higher occupations and professions, and that validity evidence does not justify this to the extent that has previously been presumed. Five critical observations are examined, namely (1) evidence of adverse impact in test outcomes; (2) the tendency to position cognitive ability testing early in selection processes in high‐volume recruitment; (3) recent evidence challenging the meta‐analytic validity of cognitive ability tests; (4) weaknesses in historical primary validity studies; (5) conceptually flawed examination of differential validity evidence in the literature. Implications for practice are discussed, contrasting strategies that involve modifying selection systems that include cognitive testing, versus removing and replacing cognitive tests. [ABSTRACT FROM AUTHOR]

Objectives: The study aims to assess behavioral lifestyle, to compare these behaviors between two group of students, and found out the relationship between healthy lifestyle with their socio-demographic data. Methodology: A comparative study was carried out through selection seven Colleges at university of Kerbala from 26th September 2022 to 20th, April 2023. A non-probability (convenience) sample of 300 students. The data was analyzed through the use of a descriptive and inferential statistical approach. Results: The finding reveals that healthy lifestyle behaviors toward all the students were moderate level within 79.3%, 74% (M±SD=103.29 ± 9.769), (M±SD=106.00 ± 9. 728)for medical and non-medical colleges students respectively. Also, the results show that there is significant difference in overall healthy lifestyle behaviors at p-value= 0.017, particularly in subdomains of physical activity and nutrition 0.037 and 0.007 for two group. Furthermore, residency area for non-medical college students demonstrated high significant. Conclusion: The findings of current study report more than two- thirds of the sample have moderate level for healthy behaviors. Also, there is no relationship between medical college students' healthy lifestyle and their demographic characteristics. But there is a strong correlation between healthy lifestyle with their area of residency for non-medical colleges students. Recommendation: Implementing an education program special for unmarried students or those living in rural areas to increase awareness to personal cleanliness and the need to avoid from using non-prescribed medications. [ABSTRACT FROM AUTHOR]

Introduction: The slow pace of change in respect of increasing the diversity of medical students suggests powerful actors are reproducing practices to support the status quo. Opening up medicine to embrace diversity thus requires the deconstruction of entrenched processes and practices. The first step in doing so is to understand how the actor‐network of widening participation and access to medicine (WP/WA) is constructed. Thus, here we examine how the connections among actors in WP/WA in two different networks are assembled. Methods: A comparative case study using documents (n = 7) and interviews with staff and students (n = 45) from two medical schools, one United Kingdom and one Australian, was used. We used Callon's moments of translation (problematisation, interessement/operationalisation, enrolment, mobilisation) to map the network of actors as they are assembled in relation to one another. Our main actant was institutional WP to medicine policy (actor‐as‐policy). Results: Our actor‐as‐policy introduced five other actors: the medical school, medical profession, high schools, applicants and medical school staff. In terms of problematisation, academic excellence holds firm as the obligatory passage point and focal challenge for all actors in both countries. The networks are operationalised via activities such as outreach and admissions policy (e.g., affirmative action is apparent in Australia but not the UK). High schools play (at best) a passive role, but directed by the policy, the medical schools and applicants work hard to achieve WP/WA to medicine. In both contexts, staff are key mobilisers of WP/WA, but with little guidance in how to enact policy. In Australia, policy drivers plus associated entry structures mean the medical profession exerts significant influence. Conclusions: Keeping academic excellence as the obligatory passage point to medical school shapes the whole network of WP/WA and perpetuates inequality. Only by addressing this can the network reconfigure. Treating policy as an actor in UK and Australian medical schools, Coyle et al. were enabled to conduct unique comparisons between Widening Practice networks that shine light on how staff, students and policies navigate equity and excellence in medicine. [ABSTRACT FROM AUTHOR]

The 2023 ruling by the Supreme Court of the United States (SCOTUS) on the use of race-based criteria in college admissions may have implications for the selection of individuals into the dermatology workforce. This article highlights the impact of these decisions at the undergraduate, medical school, and graduate medical education levels, as well as within the field of dermatology. [ABSTRACT FROM AUTHOR]

In Vietnam, every year, several competitions for high school students in different disciplines are organized at multilevel, provincial and national, with highly valuable prizes for winners. The problem to be solved by educational managers is how to efficiently select students for their school teams. This study proposed the approach of winner-domain to solving the selection problem by applying two following strategies: (1) students with performance similar to the winners of previous prizes are more likely to win next prizes; (2) the selection of team members is based on the "False Leaving out Better Than False Selecting" rule. This study conceptually defined the winner-domain which is the domain of the performance of winners to select team members. The algorithms forming winner-domain and the process selecting team member were installed. The approach was experimentally applied and evaluated at a high school in Southern Vietnam. The initial achievement showed that the proposed approach outperformed the previous methods which choose team members based on learning or testing outcomes. [ABSTRACT FROM AUTHOR]

This meta-analysis investigates the effectiveness of mental health interventions tailored for international students in China, with a specific focus on Uzbek students and Silk Road scholarship recipients. The comprehensive literature review synthesizes existing studies, papers, and reports, evaluating the outcomes, limitations, and cultural considerations of these programs. Data selection targets mental health programs for international students, honing in on a subset analysis related to Uzbek students and Silk Road scholarship recipients. The analysis encompasses diverse outcome measures, such as reported stress levels, utilization rates of mental health services, academic performance, and more. Results reveal a consistent and statistically significant reduction in reported stress levels, emphasizing the positive impact of these interventions. Utilization rates of mental health services witness a significant increase, highlighting the accessibility and effectiveness of support. Retention rates show marked improvement, though academic performance yields mixed findings, prompting nuanced exploration. Psychological well-being, quality of life, and overall well-being exhibit substantial enhancements, aligning with the overarching goal of holistic student development. Positive outcomes are observed in increased help-seeking behavior, positive correlations with social support, and significant reductions in anxiety levels. Cultural adaptation and satisfaction with interventions both indicate positive outcomes, underscoring the effectiveness of culturally sensitive mental health support. The findings emphasize the importance of tailored mental health interventions for international students, providing novel insights into the specific needs of Uzbek students and Silk Road scholarship recipients. This research contributes to a nuanced understanding of the multifaceted impact of mental health programs on diverse student populations, offering valuable implications for the design and refinement of future interventions. As educational institutions continue to globalize, addressing the mental health needs of international students remains pivotal for fostering inclusive and supportive learning environments. ASEAN Journal of Psychiatry, Vol. 25 (2) February, 2024; 1-12. [ABSTRACT FROM AUTHOR]

Background: Diagnostic performance of placenta accreta spectrum (PAS) by prenatal MRI is unsatisfactory. Deep learning radiomics (DLR) has the potential to quantify the MRI features of PAS. Purpose: To explore whether DLR from MRI can be used to identify pregnancies with PAS. Study Type: Retrospective. Population: 324 pregnant women (mean age, 33.3 years) suspected PAS (170 training and 72 validation from institution 1, 82 external validation from institution 2) with clinicopathologically proved PAS (206 PAS, 118 non‐PAS). Field Strength/Sequence: 3‐T, turbo spin‐echo T2‐weighted images. Assessment: The DLR features were extracted using the MedicalNet. An MRI‐based DLR model incorporating DLR signature, clinical model (different clinical characteristics between PAS and non‐PAS groups), and MRI morphologic model (radiologists' binary assessment for the PAS diagnosis) was developed. These models were constructed in the training dataset and then validated in the validation datasets. Statistical Tests: The Student t‐test or Mann–Whitney U, χ2 or Fisher exact test, Kappa, dice similarity coefficient, intraclass correlation coefficients, least absolute shrinkage and selection operator logistic regression, multivariate logistic regression, receiver operating characteristic (ROC) curve, DeLong test, net reclassification improvement (NRI) and integrated discrimination improvement (IDI), calibration curve with Hosmer–Lemeshow test, decision curve analysis (DCA). P < 0.05 indicated a significant difference. Results: The MRI‐based DLR model had a higher area under the curve than the clinical model in three datasets (0.880 vs. 0.741, 0.861 vs. 0.772, 0.852 vs. 0.675, respectively) or MRI morphologic model in training and independent validation datasets (0.880 vs. 0.760, 0.861, vs. 0.781, respectively). The NRI and IDI were 0.123 and 0.104, respectively. The Hosmer–Lemeshow test had nonsignificant statistics (P = 0.296 to 0.590). The DCA offered a net benefit at any threshold probability. Data Conclusion: An MRI‐based DLR model may show better performance in diagnosing PAS than a clinical or MRI morphologic model. Level of Evidence: 3 Technical Efficacy Stage: 2 [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]

Non-cognitive traits should be considered when selecting candidates to study medicine. However, evaluating these traits remains difficult. We explored whether measuring undesirable non-cognitive behaviour ('Red Flags') added value to a medical school admissions system. Red Flags included rudeness, ignoring the contributions of others, disrespectful behaviour, or poor communication. Following an admissions interview testing non-cognitive attributes in 648 applicants to a UK medical school, we measured the association between interview score and Red Flag frequency. We tested linear and polynomial regression models to evaluate whether the association was linear or non-linear. In total, 1126 Red Flags were observed. While Red Flags were concentrated among low-scorers, candidates in the highest- and second-highest deciles for interview score still received Red Flags (six and twenty-two, respectively). The polynomial regression model indicated candidates with higher scores received fewer Red Flags, but the association was not linear (F(3644) = 159.8, p =.001, adjusted R2 = 0.42). The non-linear association between interview score and Red Flag frequency shows some candidates with desirable non-cognitive attributes will still display undesirable–or even exclusionary–non-cognitive attributes. Recording Red Flag behaviour reduces the likelihood such candidates will be offered a place at medical school. [ABSTRACT FROM AUTHOR]

Purpose To analyze a radiography program's use of the Health Education Systems Incorporated Admission Assessment (HESI A2) and the HESI Exit Exam for preparing graduates to take the American Registry of Radiologic Technologists (ARRT) certification and registration exam for radiography. Methods The program collected exam scores from the HESI Exit Exam for radiography and the ARRT radiography certification and registration exam for a 10-year period. The study included scores of 171 students who graduated from the radiography education program. The program administered the HESI A2 exam during the last 4 years of the study period, which included 81 students. The authors analyzed the data using mean differences, correlations, and a receiver operating characteristic curve analysis. Results The correlation of HESI A2 scores with final HESI Exit Exam scores was 0.58 and with ARRT exam scores it was 0.64, which are extremely high correlations in an admissions context. The correlation of final HESI Exit Exam scores with ARRT exam scores was 0.73, which also is a strong correlation for predicting ARRT exam success. More than 94% of students who scored above the recommended performance level of 750 on the second HESI Exit Exam passed the ARRT exam on the first attempt. A receiver operating characteristic curve analysis indicated that the final HESI Exit Exam score was a strong predictor of pass or fail status on the ARRT exam. Discussion The HESI A2 and Exit Exam are effective measurement tools when used with cogent testing policies. Such policies include strong proctoring practices such as rigorous in-person testing or online proctoring with an attentive, live proctor. Having practice exam results count for a reasonable amount of a course grade (eg, less than 30%) also could be a good policy for the HESI Exit Exam. Conclusion The HESI A2 and Exit Exam are effective tools for helping radiography educators select students for admission and measure student knowledge to help achieve positive certification outcomes. [ABSTRACT FROM AUTHOR]

Education is a complex system with implications for educational policy and management. Education systems that are more comprehensive generate more equal outcomes, fostering access to opportunities for all children. On the other hand, systems with early selection and tracking are more stratified and register higher inequalities in educational outcomes. Educational inequalities imply unequal access to education and, subsequently, career opportunities. The present study employs classification techniques, such as decision trees, in order to highlight lines of stratification and inequality in the upper secondary education system in Romania, focusing on the selection of students in general or vocational programs. Our results show that the education of parents and area of residence are factors that influence the stratification of students in the Romanian secondary education system, and the selection process contributes to the reproduction of social inequalities. The conclusions of this study are consistent with the cultural capital theory in education. Policy and strategic management implications are discussed in light of our results. [ABSTRACT FROM AUTHOR]

This study investigates EFL university lecturers' challenges when selecting resources to facilitate students' self-regulation. Using a mixed-method design with 89 participants from Thai universities in this research sheds light on lecturers' difficulties, such as time constraints and limited access to reliable resources. It underscores the importance of considering diverse perspectives and practical strategies, such as adapting existing materials and involving students in the selection process. Furthermore, it highlights the direct impact of material choices on students' self-regulation outcomes. The study provides strategies to enhance self-regulation among EFL university students and suggests improvements for resource selection procedures. Despite its limitations, this research contributes valuable insights and pedagogical recommendations. Future avenues of study may explore the influence of digital learning resources, teacher-student collaboration in material selection, and cross-cultural perspectives on self-regulation and material choice. [ABSTRACT FROM AUTHOR]

In this article, we investigate how grammatical competence is manifested in young students' written texts and how this contributes to the students' overall writing competence. We pose the following two research questions: (i) Which grammatical features appear in a selection of young students' texts? and (ii) What do these features reveal about different aspects of the students' grammatical writing competence? The empirical fundament for this study is a representative sample of texts gathered through the project FUS—Functional Writing in the First School Years. Our primary material amounts to a total of 534 texts written by first- and second-grade students (ages 6–7). The students have completed two writing tasks, in which they were asked to write one descriptive and one narrative text. In our analyses, we see grammatical writing competence as consisting of several sub-competencies—namely, grammatical repertoire, grammatical complexity, grammatical variation, and grammatical choice. Our analyses show that the grammatical repertoire of beginner students is well-developed. The frequency of specific grammatical features differs between the two writing tasks, underpinning the argument that certain text types trigger certain grammatical choices. [ABSTRACT FROM AUTHOR]

This research provides information toward answering the question of whether bilingual studies at the university level might be elitist. This is a recurring research topic in terms of using English for nonlanguage instruction at the primary and secondary levels, but very few studies refer to university education. We seek to fill that gap in the literature by way of a case study centered on the International Studies degree offered by the Universidad Autónoma de Madrid in Spain. A survey was conducted of students in this program inquiring as to the educational and language levels of their parents as well as their possibilities for exposure to English during secondary (high school) education. The analysis of this quantitative data, student's grades, and qualitative responses gathered through interviews with program professors does not allow us to affirm the presence of class bias in said institution during student selection for the bilingual track; nor are students in the bilingual group found to have obtained better academic outcomes than their peers in the monolingual group. [ABSTRACT FROM AUTHOR]

Objective To evaluate breast imaging fellowship program directors' perspectives on the virtual interview process. Methods A 20-question survey constructed by members of the Fellowship Match Committee of the Society of Breast Imaging was distributed to all 99 breast imaging program directors registered with the Society. An initial e-mail with a link to the survey was distributed on September 9, 2022, and the survey was closed on October 1, 2022. Results were compiled and a descriptive statistical analysis was performed utilizing Microsoft Excel. Results There were 63 total responses (63/99, 64% response rate). There was a wide distribution in both the number of applications received and the number of interviews each program offered. Just under a fifth (12/63, 19%) of programs received 1 to 5 applications, whereas a quarter (16/63, 25%) received over 40 applications. In contrast, over a quarter (17/63, 27%) of programs interviewed 1 to 5 applicants, and only a small number (3/63, 5%) interviewed over 40 applicants. When reporting what worked best with the virtual interview process, the responses fell into the following 4 categories: efficiency, flexibility, virtual format, or other. When reporting what did not work well, the most common response (14/37, 38%) was conveying the atmosphere of the program in the virtual setting. Conclusion This study provides an assessment of the virtual interview experience from the perspective of breast imaging fellowship programs, which may be useful in optimizing future interview experiences for programs and applicants. [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]

Background: Background checks (BGC) have been used in nursing education since the 2000s. Little is known about the prevalence of BGC among nursing students or how these students compare to the general population. Method: This retrospective study describes aggregated, de-identified BGC data from 2014–2019 in 16 large nursing programs in the United States. An independent samples t test was used to compare U.S. regional means and Federal Bureau of Investigation (FBI) regional arrest data. Results: The mean percentage of nursing student BGC with findings was 3.2% (minimum.00%, maximum 13.33%, SD 2.98%). The mean prevalence of BGC findings does not significantly differ among U.S. regions. There was no significant difference between BGC results in nursing students and regional FBI arrest data. Conclusion: Excluding students with BGC findings has not been studied but may represent a structural barrier to diversification of the nursing profession. Additional research linking BGC findings to public protection is required. [J Nurs Educ. 2024;63(1):32–37.] [ABSTRACT FROM AUTHOR]

The future composition of a country's physician workforce depends on medical students' choices of specialties. Students' familiarity with the job market (the healthcare system) they are about to enter and the influence job market conditions have on their choices has not been well explored. This study focuses on whether and how the healthcare system's employment landscape is taken into consideration by medical students and whether this facet adds information about the specialty selection process. Fifth-year medical students completed a questionnaire querying their knowledge and perceptions of the national healthcare system, selection criteria for choosing a specialty and a post-residency work position. Data were analyzed with two-tailed Student's t-tests and multivariable regression analysis. The questionnaire was completed by 242 students (49% women). Forty per cent were interested in a specialty where it is 'easy to find work' and 64% in a specialty that 'provides job security'. Only 12% were attracted to specialties with empty positions due to a workforce shortage. A high salary was considered an important selection criterion by 45% of students, who were also not deterred by specialties with surplus workforce, especially, if accompanied by high salaries or controllable lifestyles. Only 17% thought it would be easy to find a residency in any hospital in the specialty they chose, reflecting the low rate (3%) of positive responses to the statement that 'there are sufficient residency positions in all specialties'. This study demonstrated the utility of querying medical students about their market awareness when investigating the specialty selection process. Students' poor rating of selection criteria, such as specialties with ease in finding jobs because they are suffering workforce shortages and have empty positions, provide insights and concerns for healthcare leaders. It should aid them in approaching the challenge of attracting students to specialties with workforce shortfalls. This study demonstrated the feasibility and potential value of adding queries about market awareness when investigating the medical student specialty selection process. Medical students were more interested in a specialty that provides job security than one where it is easy to find work. It could be useful for the healthcare leadership and medical educators in all countries to learn what medical students know about their national healthcare system and whether they need to add more healthcare delivery and system subjects to their curricula. [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]

This empirical research creates and assesses a community interaction open-source learning framework. The framework established an efficient open-source learning environment for engineering courses to develop undergraduates' sustainability competencies. The teaching practice of the framework was designed into three stages: course preparation, theory lecture, and project practice. In the teaching practice, community interaction elements were embedded, including community/student two-way selection, systemic teaching and difficulty discussion, expert/student negotiation on teaching forms, teacher/expert coordination on teaching contents, and expert/student two-way feedback on schedules. The interaction elements between students, teachers, and experts enhanced the effectiveness of open-source learning in engineering courses. The experimental results showed that the students exhibited a positive attitude and high participation in the learning procedure and reported a sense of achievement in the project practice. The open-source learning framework significantly improved systemic thinking, conceptual understanding, interdisciplinary collaboration and professional skills. It enhanced students' key sustainability competencies and laid the foundation for them to become expertise-based innovators and open-source community contributors. [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]

The Centers for Disease Control and Prevention (CDC)'s Division of Reproductive Health and Harvard T.H. Chan School of Public Health (HSPH) Program Evaluation Practicum (CDC/HSPH Practicum) is a mutually beneficial workforce development partnership formed to provide state, local, and tribal public health organizations with an evaluation plan for a maternal and child health (MCH) program. State, local, and tribal public health organizations submit an MCH program in need of evaluation for inclusion consideration. Student pairs are matched with the selected programs in a 3-week practical field-based experience. This Practicum provides didactic training for both program staff and students followed by field work at the public health organizations. Students provide organizations with comprehensive evaluation plans, complete with logic model, methodology, and indicators. Since the Practicum's inception in 2013, 104 HSPH graduate students have been trained and 30 states and 1 territory have participated and received evaluation plans for their MCH programs. The utility and importance of the CDC/HSPH Practicum is evidenced by program staff and student feedback. Multiple states have implemented the plans designed by the students, with some evaluations leading to program enhancements. The CDC/HSPH Practicum prepares students for the workforce and adds much needed capacity to public health organizations by providing them with evaluation knowledge and skills, and usable evaluation plans to improve MCH—a win-win for all. [ABSTRACT FROM AUTHOR]

Equity, diversity and inclusion (EDI) in the medical field is crucial for meeting the healthcare needs of a progressively diverse society. A diverse physician workforce enables culturally sensitive care, promotes health equity, and enhances the comprehension of the various needs and viewpoints of patients, ultimately resulting in more effective treatments and improved patient outcomes. However, despite the recognized benefits of diversity in the medical field, certain specialties, such as Radiology, have struggled to achieve adequate equity, diversity and inclusion, which results in a discrepancy in the demographics of Canadian radiologists and the patients we serve. In this review, we propose strategies from a committee within the Canadian Association of Radiologists (CAR) EDI working group to improve EDI in the CaRMS selection process. By adopting these strategies, residency programs can foster a more diverse and inclusive environment that is better positioned to address the health needs of a progressively diverse patient population, leading to improved patient outcomes, greater patient satisfaction, and advancements in medical innovation. [ABSTRACT FROM AUTHOR]

For many years, students applying for doctoral internships have been required to answer questions regarding professional conduct when they complete the Association of Psychology Postdoctoral and Internship Centers Application for Psychology Internships, commonly referred to as the AAPI (Association of Psychology Postdoctoral and Internship Centers [APPIC], 2021a). Students often express concern that affirmative responses to these questions will impact the success of their application. The purpose of the present study was to examine how internship training directors (TDs) distinguish various problems of professional competence and how they perceive disclosures of remediation and professional conduct issues when considering applicants for interview and ranking. Surveys were sent to TDs at APA-accredited sites and resulted in a 19% response rate (N = 122). We asked TDs whether they would interview applicants who answered affirmatively to conduct questions and how important certain criteria were to their decision making. We also examined their perceptions regarding how doctoral programs should handle various types of competency concerns (i.e., handle informally, remediate, or something more than remediation such as probation). Participants indicated that affirmative answers to professional conduct questions on the AAPI would not typically exclude applicants from consideration for an internship. There was no agreement on whether professional conduct questions, which address probation, suspension, termination, and discipline, require formal remediation. One implication of this finding is that students in the same situation could be labeled and advised differently with varying outcomes. Other implications and recommendations for the field, academic programs, internships, and students are discussed. [ABSTRACT FROM AUTHOR]

The Queensland Basic Paediatric Training Network (QBPTN) is responsible for the selection of candidates into paediatric training in Queensland. The COVID-19 pandemic necessitated interviews to be conducted 'virtually' as virtual Multiple-Mini-Interviews (vMMI). The study aimed to describe the demographic characteristics of candidates applying for selection into paediatric training in Queensland, and to explore their perspectives and experiences with the vMMI selection tool. The demographic characteristics of candidates and their vMMI outcomes were collected and analysed with a mixed methods approach. The qualitative component was comprised of seven semi-structured interviews with consenting candidates. Seventy-one shortlisted candidates took part in vMMI and 41 were offered training positions. The demographic characteristics of candidates at various stages of selection were similar. The mean vMMI scores were not statistically different between candidates from the Modified Monash Model 1 (MMM1) location and others [mean (SD): 43.5 (5.1) versus 41.7 (6.7), respectively, p = 0.26]. However, there was a statistically significant difference (p value 0.03) between being offered and not offered a training position for candidates from MMM2 and above. The analysis of the semi-structured interviews suggested that candidate experiences of the vMMI were influenced by the quality of the management of the technology used. Flexibility, convenience, and reduced stress were the main factors that influenced candidates' acceptance of vMMI. Perceptions of the vMMI process focused on the need to build rapport and facilitate communication with the interviewers. vMMI is a viable alternative to face-to-face (FTF) MMI. The vMMI experience can be improved by facilitating enhanced interviewer training, by making provision for adequate candidate preparation and by having contingency plans in place for unexpected technical challenges. Given government priorities in Australia, the impact of candidates' geographical location on the vMMI outcome for candidates from MMM >1 location needs to be further explored. [ABSTRACT FROM AUTHOR]

The present study is a preliminary analysis, from a socio-professional perspective, of the first set of quantitative data on the generations of Romanian students who studied at the pontifical universities in Rome between 1853 and 1948. Without research that could piece together the general picture of all the students educated in Rome during the discussed period, this study identifies the generations of students trained over a century, their formative patterns, their contacts and particularities, and the professional paths followed by the graduates. It outlines the socio-cultural climate in which the three generations of students were educated and its impact on their theological and intellectual profile. A special part of this study is dedicated to identifying and analyzing the factors that contributed to the selection of the students and their career paths, focusing particularly on the impact of social origin, education, kinship relations, as well as on political factors. Last but not least, it also considers the dynamics of the emblematic figures of each generation, the university dropout phenomenon, and the reasons behind career changes. [ABSTRACT FROM AUTHOR]

The primary purpose of this study is to identify the opinions of faculty members, who are experts in their fields, on student selection for teacher training institutions for primary education and on the problem of non-appointed primary school teachers in Türkiye. The study is based on phenomenological design, one of the qualitative research methods. The study sample consists of thirty faculty members selected using the criterion sampling technique from twenty-nine faculties of education including the department of primary education. The data in the study were collected using a semi-structured interview form and analysed through the content analysis method. As a result of the analyses, five themes were created regarding the opinions of the faculty members on student selection for teacher training institutions for primary education. In this context, various codes were listed under the themes of "student selection procedures", "stud ent characteristics", "quotas", "source of students" and "incentives". Considering the field experts' opinions on non-appointed primary school teachers, three themes were identified, and various codes were listed under the themes of "employment opportunities", "quantity" and "appointment procedures". The findings revealed that the main policies considered necessary by the faculty members in selecting students for primary school teacher training institutions included planning the student resources starting from secondary education and selecting eligible individuals through objective interviews, in addition to central examination. It was also concluded that the main policies to be pursued in solving the problem of non-appointed primary school teachers included making a needs-based arrangement in quotas in faculties of education and ensuring a sufficient number of graduates, as well as improving retirement conditions and conducting merit-based appointments for vacancies arising from retirements by excluding out-of-field teachers. [ABSTRACT FROM AUTHOR]

Telkom University, in its routine admission process, generates a rich dataset consisting of various attributes of prospective students. These attributes extend beyond academic parameters like the grade point average (GPA) from the final high school year, encompassing non-academic data such as parental occupation, income, student's gender, origin province, high school major, and school category. Previous research has predominantly focused on academic and sociodemographic data, such as GPA and family income, respectively, for predicting study performance. However, factors like school major, study program, and school category have often been overlooked. In this study, the objective is to utilize the comprehensive Student Selection Data (SMB) to devise a model for predicting the performance of students in their first semester at Telkom University. The aim is to address the issue of a low rate of on-time graduation by leveraging the untapped potential of SMB data. An Iterative Dichotomiser 3 (ID3) decision tree algorithm forms the backbone of the proposed model, enabling the classification of student performance based on a range of diverse attributes. Information gain-based feature selection revealed the five attributes with the greatest influence on student performance in the first semester: gender, grade point average from the final year of high school, study program, high school major, and school category. These findings underscore the potential of a more inclusive approach to student data analysis in predicting academic success in higher education. [ABSTRACT FROM AUTHOR]

Background: It has been a common observation that medical graduates are often not enthusiastic to choose community medicine as a career. Majority of students who enter in community medicine is not by their genuine interest in the subject but by default. Aims & Objectives: (1) To explore the views of medical students regarding their career choice.(2) To assess possible reasons for medical students opting for or shying away from community medicine as a career option. Material and Methods: A cross-sectional study was carried out among 3rd& 4th year students and Interns at C.U.SHAH Medical College and Hospital situated in Surendranagar, Gujarat. Self-structured pretested questionnaire was used for collection of data. Out of 250 students 200 students participated for study. Results: A small number of students opted for preventive and social medicine (15%), selection of Community medicine as a career option was significantly low among males (8%) and students having a doctor in their family (6%).The popular choice among male and female were medical and surgical specialties (50%). Choice of Public health was least among 3rd year students. "Lack of personal satisfaction" ranked topmost in rejection criteria. Conclusion: The study reveals that there were a lot of misconceptions about the subject; its future prospects, opportunities etc. The peer review about the subject was also not very encouraging. This needs to be changed by making the subject interesting during undergraduate training and making them aware about the opportunities the subject offers. [ABSTRACT FROM AUTHOR]

Situational judgement tests (SJTs) are a recognised assessment method for admission into medical school, selection into postgraduate training programs, and postgraduate competency assessment. More recently, however, SJTs have been used during undergraduate medical training (UMT). This systematic review identifies, describes, and appraises the evidence for SJTs in UMT to determine educational associations and outcomes. MEDLINE, EMBASE, ERIC, PsycINFO, SCOPUS, Web of Science, and grey literature were searched for original research studies evaluating SJTs implemented within UMT to 1 November 2022. Studies reporting evaluation outcomes were included. Narrative data syntheses were undertaken. Risk of Bias was appraised using the Quality in Prognosis Studies tool. 24 studies were included. National database-derived SJTs (n = 14) assessed against professionalism, postgraduate attainment, construct of medical degree, medical school admissions scores, personality attributes, and declaration of disability. In-house derived SJTs (n = 10) assessed against professionalism, clinical skills, and personality attributes. Most evidence evaluated and reported inverse SJT associations with professionalism and were moderate risk of bias. SJTs may have utility for developing professional behaviours in medical students. However, further research testing SJT robustness, standard setting methodologies, and prospectively evaluating SJTs against objective outcome measures within the context of UMT is warranted. [ABSTRACT FROM AUTHOR]

Background: To better target rural background and rurally interested applicants during medical school admission, it is increasingly common for rural medical programs to include multiple mini-interview (MMI) scenarios designed to screen for rural interest. It remains unclear whether the inclusion of regionally/rurally focused MMI scenarios positively impacts the selection of rural background applicants and evidence is limited regarding why rural background applicants may perform worse on the MMI. Therefore, this study explored how rural and metropolitan applicants prepare for and perceive the MMI for admission to a regional medical pathway. Methods: A mixed-methods survey was sent to provisional entry regional pathway medical school applicants who had completed an MMI. The survey was distributed before any offers of admission had been released. Results: Rural applicants spent less time and money preparing for the MMI and felt less prepared (P < 0.05). However, time and money spent, and resources used to prepare were not associated with feeling more prepared (all P > 0.05). Respondents mostly felt that the MMI process aligned with their expectations (83%), is fair (64%), and helps a rural program select the most suitable applicants (61%). Rural applicants generally felt that they had an advantage over other applicants (61%) while most metropolitan applicants did not (23%; P = 0.002). Discussion: Applicants to a regional medical pathway are generally supportive of the MMI process. It appears valuable for applicants to prepare for the MMI by understanding the format and requirements; however, investing substantial time and money does not underpin feeling better prepared. MMI scenarios which include a regional focus are perceived to advantage rural applicants. [ABSTRACT FROM AUTHOR]

Objective: The model curriculum HannibaL (Hannoversche integrierter berufsorientierter und adaptiver Lehrplan) differs significantly from other medical study programs in Germany in terms of its structure with which, among other factors, the Hannover Medical School (MHH) saw an opportunity to positively influence the length of study. We investigate how the length of medical study is influenced by the curriculum's structure and whether this has any impact on academic success. Methods: We use data from over 2,500 students who studied medicine at MHH between 2011 and 2021. We measure study time as the number of years which pass until completion of the respective study phases and academic success as the grades achieved on final exams. Results: Since they more often fail or postpone exams, students admitted based on special quotas (VQ) or a waiting list (WQ) need significantly more time to complete the first study phase (M1) compared to students who were admitted based on a selection process (AdH) or who belong to the "best school graduates" quota (AQ) because they earned the highest scores on the final secondary school exam. Yet, students from all admission groups reach the written state exam (M2) almost simultaneously. In HannibaL, WQ and VQ manage to catch up on delays from M1 with no negative impact on success in M2. In general, however, VQ and WQ achieve lower grades and drop out more often than students from AQ and AdH. Discussion: In the regular curriculum, students can only proceed with their studies once M1 has been entirely completed. HannibaL, on the other hand, allows for the catching up of delays from the first two years of study by integrating both study phases. The curricular structure thus accommodates students with lower academic performance who accumulate delays early on in their studies. By contrast, delays in the AQ and AdH groups arise during the second phase of study (M2). [ABSTRACT FROM AUTHOR]

Purpose This research was conducted to evaluate the influence of a pharmacy residency candidate's prior work or research experience on the potential for selection for an interview. Additionally, residency program directors (RPDs) were asked to evaluate the importance of letters of intent and recommendation, rank the importance of typical curriculum vitae (CV) items along with general preferences, and provide advice for a standout CV. Methods This cross-sectional, survey-based study recruited RPDs to review a work-focused or research-focused fictitious residency candidate CV and complete a 33-question survey regarding interest in interviewing the fictitious candidate and their general perceptions of significant factors in interview candidate selection. Results A total of 456 RPDs responded to the survey, with 229 respondents assigned to evaluate the work-focused CV and 227 assigned to review the research-focused CV. Among RPDs who provided CV evaluations, 81.2% (147/181) of those who reviewed the research-focused CV and 78.3% (137/175) of those who reviewed the work-focused CV gave a positive evaluation (P > 0.05). Work experience and extracurricular activities were considered the most important CV sections, and high-quality advanced pharmacy practice experience (APPE) rotations and pharmacy work experience were perceived to have the highest correlation with success in residency. Conclusion This work supports the importance of candidates creating a well-rounded CV in preparing themselves for residency. Pharmacy-related work experience and high-quality APPE rotations seem to be key in an RPD's opinions of predicted success in a residency program. The CV remains a vital document in the residency candidate review process, and it deserves a high degree of effort in ensuring it adequately reflects professional experiences. [ABSTRACT FROM AUTHOR]

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As a student-led organization, the National FFA Organization and the selection of student leaders is an essential element of its continuation and success. As the National FFA Organization continues to strive to provide opportunities for personal growth and premier leadership, considerations to member advancement through selection criteria at the state level ultimately increases awareness of the potential end products of these criteria - - the students. The purpose of this study was to identify the self-identified talents among state FFA officers using data collected by the National FFA Organization. All state FFA associations are provided, free of charge, the opportunity for state FFA officers to utilize the Clifton StrengthsFinder® assessment. Once a student completes the assessment, the signature top five themes of talent are recorded and made available to the National FFA Organization. This research design utilizes a convenience sample of participating state FFA officers in the Clifton StrengthsFinder® assessment tool. After compiling the themes, additional data was collected on the election process each state FFA association uses to select state FFA officers. Each selection process yielded the same top ten talents: Achiever, Restorative, Responsibility, Includer, Learner, Belief, Positivity, WOO, Input, and Communication. This indicated no differential between the type of selection process utilized and the strengths state FFA officers possessed. State and National FFA staff should consider and review each step in the selection process, and if these steps are truly effective at allowing diversely talented members to be authentically represented. [ABSTRACT FROM AUTHOR]

Using data which follow the educational trajectories of students during secondary education and measure health status during adulthood, this paper analyzes the effects of private schooling on a range of unhealthy lifestyle outcomes. To account for the non-random selection of students in French private schools I use propensity score matching. I find a positive effect of private schooling on the self-reported health status of girls and a negative effect for boys. These results are related to those on risky behaviours: I find that enrolment in a private school reduces the likelihood of daily smoking for girls, but increases the likelihood of drinking multiple times a week for boys, twelve years after sixth grade. A set of robustness checks confirms the robustness of my results. [ABSTRACT FROM AUTHOR]

How to boost numbers in the shrinking learning disability nursing workforce in the UK is an ongoing concern. [ABSTRACT FROM AUTHOR]

Objective: Estimate the prevalence, and associated risk factors, of high school students who are considered at risk for an eating disorder based on screening measures. Methods: An electronic search of nine databases was completed from their inception until 1st September 2022. A random-effects meta-analysis was conducted, and confounder (moderator) analyses and meta-regressions examined whether the overall prevalence estimate for of screen-based disordered eating (SBDE) was moderated by student age, BMI, or gender, as well as culture and type of SBDE assessment. Results: The mean estimate of the prevalence of SBDE among high school students (K = 42 (66 datapoints), N = 56282] in the sample of 25 countries was 13% ([95% CI] = 10.0–16.8%, I2 = 99.0%, Cochran's Q p = 0.001). This effect was not moderated by features of the samples such as gender, BMI, or age. Among cultures, non-Western countries had a higher prevalence of SBDE prevalence than Western countries, but the difference was not significant. There was considerable variability in the prevalence estimates as a function of the assessment measure, but no meaningful pattern emerged. Conclusion: The estimated figure of 1 in 8 high school students with SBDE—unmoderated by gender and BMI—stands out as a problem in need of attention from public health officials, psychologists, psychiatrists, pediatricians, parents, and educators. There is a great need for innovative, integrated policy and program development all along the spectrum of health promotion and universal, selective, and indicated prevention. Further research is also needed to validate and refine this estimate by (a) conducting basic research on the accuracy of eating disorder screening measurements in samples ages 14 through 17; (b) examining representative samples in more countries in general and Latin American countries in particular; (c) clarifying the relationships between SBDE and age throughout the different phases of late childhood, adolescence, and emerging adulthood; and (d) investigating whether there are meaningful forms of disordered eating and whether these are associated with variables such as gender, ethnicity, and BMI. Plain Language summary: We searched nine databases to identify studies of high school students that yielded an estimate of disordered eating based on screening measures such as the Eating Attitudes Test. Forty-two 42 studies (N = 56282 students) from 25 countries met the selection criteria. A random effects meta-analysis indicated that across those countries the best estimate of the prevalence of screen-based disordered eating is 13%. This estimate was not significantly moderated by BMI, gender, age, and whether the country was Western or non-Western. There was considerable variability in the prevalence estimates as a function of the assessment measure, but no meaningful pattern emerged. The estimated figure of 1 in 8 high school students with disordered eating is a problem deserving of attention from public health officials, psychologists, psychiatrists, pediatricians, parents, educators, and leaders committed to prevention and early identification of eating disorders and referral for treatment. Further research in many more countries is also needed to validate this estimate and to explore its relationship with development throughout adolescence and with variables that can help us to refine prevention and effective early identification and treatment of eating disorders. [ABSTRACT FROM AUTHOR]

Introduction: The aim of this study was to evaluate the correlations of cognitive and noncognitive dental school admission factors with interview ratings provided by faculty and student interviewers. Methods: Interviewees for the 2019–2021 admissions cycles underwent a 90‐minute period consisting of two 45‐min interviews and received two interview scores ranging from 1.0 to 2.3. Regression models were utilised to evaluate factors associated with interviewer type and admission status, The correlation strength between faculty and student interview scores was assessed. Results: A total of 177 applicants were interviewed, and 69 students were admitted over two admission cycles. Admitted students received higher interview ratings compared with nonadmitted applicants after adjusting for cognitive and noncognitive admission factors (average difference = −0.068; 95% CI = −0.123, −0.014). No statistically significant relationship was found between any cognitive admissions factor and interview score. However, having prior leadership role experiences was associated with better faculty score, after adjusting for student interviewee score. There was a strong linear correlation (r =.92) between faculty and student interview scores, with 0.809 change in faculty score with each additional student interview score (95% CI = 0.735, 0.883). Conclusion: The relationship between faculty and student scores was linear and strongly correlated, suggesting that faculty and student interviewers were comparable in their interview scoring. Leadership experience and potential could be advantageous qualities that improve faculty interviewer ratings. However, having a mix of faculty and Student interviewers may promote evaluation of candidates from different aspects, as students are familiar with the learning environment in dental school and may provide a unique perspective on an applicant's background and suitability for the program. [ABSTRACT FROM AUTHOR]