INTRODUCTIONThe number of students applying to physical therapist education programs has been dramatically rising. In 2008, the mean number of applicants applying to physical therapist education programs was 92; in 2011, this number was 357.1 As the number of applicants to physical therapist education programs escalates, the importance of criteria that can help determine who should be admitted to the programs and who has the best chance at success, as measured by the ability to pass the National Physical Therapy Examination (NPTE), increases. Several measures predicting students' success are currently in use. Both academic (Graduate Record Examination [GRE], grade point average [GPA], and standardized tests) and nonacademic (volunteer clinic hours, demographic information, scores on admission rubrics, interview scores, writing sample scores, stress inventory, coping inventory, and program characteristics) variables have been studied in attempts to predict success on the NPTE.2-9 It has been reported that GRE scores and the GPA correlate with success in passing the NPTE.10 The GRE measures students' ability to analyze written material, problem solving in mathematics and data analysis, critical thinking, and analytical writing skills,11 and the GPA is widely accepted as being representative of students' academic success. Although the GRE and the GPA have been reported to predict outcomes on the NPTE, they account for less than 50% of the variance in performance on the NPTE.3-5 These data prompt the following question: What is missing?A portion of the GRE assesses students' ability to think critically and general problem solving, but it is not designed to assess the complex problem solving required of entry-level clinicians. The NPTE assesses basic entry-level competence, including the ability to solve complex clinical problems. However, the GRE may not capture the full range of cognitive skills required for addressing complex clinical questions. Complex clinical problems are contextually dependent because they involve the integration of multiple aspects of the patient's situation (eg, physiological, cognitive/emotional, and social setting), the therapeutic task, and the setting in which the problem occurs. It is possible that additional measures can improve the ability to predict success on the NPTE because students' ability to evaluate contextual dependency in the use of problem-solving skills is not assessed by the GRE or the GPA. The Health Sciences Reasoning Test (HSRT; Insight Assessment, Millbrae, California), a standardized test of clinical reasoning skills, is a measure customized for students in the health care professions. Questions are situated within contextual clinical scenarios. Therefore, the HSRT may prove to be an additional measure that can help predict success on the NPTE12 and aid in the admissions decision-making process.Physical therapist educators have actively pursued the identification of characteristics that can help determine who should be admitted to a physical therapist education program and who is likely to pass the NPTE. Three domains have been examined in relation to NPTE performance: cognitive measures (GRE, GPA, and standardized tests), noncognitive characteristics (volunteer clinic hours, demographic information, scores on admission rubrics, interview scores, writing sample scores, stress inventory, coping inventory, and program characteristics), and academic program characteristics. Although studies have reported inconsistent results on the associations between NPTE performance and noncognitive8-13-14 and program6-7 characteristics, models that combine measures of students' academic performance typically perform better3-8-10-14 Previous research reported relationships of the undergraduate GPA (uGPA),4-10-14 the GPA at the end of the first year in a Doctor of Physical Therapy program (fGPA),3 and GRE scores7-10 with success on the NPTE. However, these variables failed to explain most of the variance in NPTE performance. …