Admissions criteria as predictors of first-term success at a chiropractic institution.

OBJECTIVE: To determine the relationship between admissions criteria and grade point average (GPA) at the conclusion of the first-term of study at a chiropractic institution. METHODS: Secondary data analysis was used on the Fall 2017 entering cohort of doctor of chiropractic students. Independent samples t-tests and ordinary least squares linear regression were used to explain the extent to which incoming undergraduate GPA, undergraduate chemistry grade, undergraduate anatomy and physiology grade, and age, respectfully, influenced the end-of-trimester GPA. RESULTS: Linear regression found each of the four independent variables (undergraduate GPA, undergraduate chemistry grade, undergraduate anatomy and physiology grade, and age) to be significant influencers of end-of-trimester-1 GPA with undergraduate GPA being the most statistically significant predictor (p < .001).The difference in mean end-of-trimester GPAs for male and female students was not statistically significant. There also was no difference in mean end-of-trimester GPAs by race/ethnicity. CONCLUSION: Current admissions requirements may need to emphasize incoming undergraduate GPA and target student support for older students. This study should be repeated for increased sample size, be performed at other chiropractic institutions, and consider additional cohorts to strengthen results.

Unintended Demographic Bias in GPA/DAT-Based Pre-Admission Screening: An Argument for Holistic Admissions in Dental Schools.

Screening of applicants for admission to dental school often relies on metrics such as overall undergraduate grade point average (oGPA) and Dental Admission Test (DAT) scores to identify desirable prospective students. The aim of this study was to assess unintended selection bias that may be overlooked or mitigated with holistic review and the influence of metrics at one U.S. dental school. Descriptive range analysis of oGPA and science GPA (sGPA), DAT scores, and total experience hours was performed for the 2017-18 application cycle for all applicants, those who self-identified as underrepresented minorities (URM), non-traditional applicants (with postbaccalaureate or master's coursework), and socioeconomically disadvantaged (SED) applicants reporting low parental employment-occupation scores. The results showed that, in screening this school's applicant pool, metrics-based candidate selection would favor those candidates in the 80th percentile of GPA and DAT Academic Average (AA) scores. Unless mitigated by other screening factors, reliance on these metrics tended to favor majority, traditional, and non-URM SED applicants. These findings suggested that the new admitted class would likely have fewer dental experience and employment hours than in the overall applicant pool. Interestingly, more non-traditional, SED, and URM applicants could be considered if higher general employment and dental experience hours had more impact in the screening process. These results illustrate the importance of deliberately considering non-cognitive metrics and characteristics to admit a more diverse student body.

Prior Work and Educational Experience Are Not Associated With Successful Completion of a Master's-Level, Distance Education Midwifery Program.

INTRODUCTION: In order to increase and diversify the midwifery workforce, admissions criteria for midwifery education programs must not contain unnecessary barriers to entry. Once accepted, students need to successfully complete the program. Many admissions criteria commonly used in midwifery education programs in the United States are not evidence based and could be unnecessary barriers to education. The primary objective of this study was to identify factors known during the admission process that were related to successful completion or failure to complete a midwifery program educating both student nurse-midwives (SNMs) and student midwives (SMs); a secondary objective was to quantify reasons for program noncompletion. METHODS: This master's-level, distance education program educates a diverse group of both SNMs and SMs. A pilot, retrospective cohort study examined all students matriculating at the program from fall 2012 on and scheduled to graduate by summer 2016 (N = 58). Demographic information, admissions information, academic records, and advising notes were reviewed. Reasons for noncompletion were identified, and characteristics were compared between students who did and did not complete the program. RESULTS: Program completion was not significantly associated with students' status as nurses prior to admission, labor and delivery nursing experience, length of nursing experience, nursing degree held, presence of children at home, working while in school, or undergraduate grade point average. DISCUSSION: Being a nurse, years of nursing experience, type of nursing degree, or labor and delivery nursing experience were not associated with completion of this midwifery program.

Holistic review in admissions: a strategy to diversify the nursing workforce.

Individuals both within and outside the nursing profession have called for more diversity in nursing, from the education arena to the workforce. Implementing initiatives that address diversity and determining their effects have been limited. The University of Illinois at Chicago College of Nursing used the American Association of Medical Colleges Holistic Review Project as a platform to implement a process and paradigm shift for admissions to its nursing programs. We believe that the use of holistic admissions can increase the diversity among nursing students and provide the first step toward a diversified nursing profession. In hopes of assisting other institutions, we describe our experiences with preparing and implementing a holistic admissions process within the context of lessons learned and continued challenges. Furthermore, we hope our efforts will serve as a catalyst for a national dialogue on the use of holistic review as a strategy for the development of a more diverse nursing workforce.

Generalizability of a composite student selection procedure at a university-based chiropractic program.

PURPOSE: Non-cognitive admission criteria are typically used in chiropractic student selection to supplement grades. The reliability of non-cognitive student admission criteria in chiropractic education has not previously been examined. In addition, very few studies have examined the overall test generalizability of composites of non-cognitive admission variables in admission to health science programs. The aim of this study was to estimate the generalizability of a composite selection to a chiropractic program, consisting of: application form information, a written motivational essay, a common knowledge test, and an admission interview. METHODS: Data from 105 Chiropractic applicants from the 2007 admission at the University of Southern Denmark were available for analysis. Each admission parameter was double scored using two random, blinded, and independent raters. Variance components for applicant, rater and residual effects were estimated for a mixed model with the restricted maximum likelihood method. The reliability of obtained applicant ranks (generalizability coefficients) was calculated for the individual admission criteria and for the composite admission procedure. RESULTS: Very good generalizability was found for the common knowledge test (G=1.00) and the admission interview (G=0.88). Good generalizability was found for application form information (G=0.75) and moderate generalizability (G=0.50) for the written motivation essay. The generalizability of the final composite admission procedure, which was a weighted composite of all 4 admission variables was good (G(c) = 0.80). CONCLUSION: Good generalizability for a composite admission to a chiropractic program was found. Optimal weighting and adequate sampling are important for obtaining optimal generalizability. Limitations and suggestions for future research are discussed.