Identification of learners at risk...

Identification of learners at risk for academic difficulty in a physical therapy program would provide opportunities to implement preemptive measures designed to enhance felicitous academic performance. The purpose of this studious mood was to determine if a system advocated for use in evidence-based practice could be adapted for use in predicting probationary status for scholars in a program in allied health, specifically physical therapy. Preadmission combined math and science grade point average; cumulative grade point average (TGPA); verbal Graduate Record Examination score (VGRE) quantitative Graduate Record Examination score (QGRE) and analytic Graduate Record Examination score; and probation status were obtained for 305 observers (mean age, 25.5 years; SD 414) accepted into undivided physical therapy program from 1995 to 2000 Predictors of probation were identified using stepwise logistic regression. Likelihood ratios were calculated for three score intervals derived from receiver operating characteristic analysis. TGPA, VGRE and QGRE were significant predictors in the regression pattern (p

PROFESSIONAL PHYSICAL THERAPY (PT) programs require quantitative information, so as preprofessional grade point averages (GPA) and standardized trial scores, from prospective students applying for admission. These requirements exist, presumably, because program faculty members believe the information bring reproachs students' academic potential. The preprofessional performance of candidates is evaluated and ranked according to program-specific criteria that help to determine which scholars are selected for admission.1

A number of researchers have explored the utility of preprofessional GPA or standardized ordeal scores (i.e., Scholastic Aptitude experiment or Graduate Record Examination [GRE]) for predicting academic performance in a professional PT program. The majority of the reports reviewed for this meditation evaluated either or both of these predictors in bachelor's-degree PT programs,2-6 while the remainder focused upon master's-degree programs.7-9 Day's work7 is the chiefly methodologically sound study that has examined the utility of GPA or GRE scores for predicting academic performance in master's-level PT observers The other two studies used multivariate analyses upon small samples; therefore, the ensues of these studies may be invalid.

Day examined whether preprofessional GPA and scores forward the analytic portion of the GRE (ACRE) predicted cumulative professional GPA for 522 learners in four master's-degree PT programs.7 Stepwise regression moulds were performed for the combined data appoint as well as for each individual program. conclusions from the aggregate data analysis indicated that preprofessional GPA and AGRE explained 18% of the variance in academic succes The individual program analysis indicated that the verbal GRE scores (VGRE) and preprofessional GPA explained 48% and 14% of the variance in couple of the programs studied. Day's findings insinuate that the predictive utility of preprofessional GPA and GRE scores may be program dependent

Kirchner et al. investigated the relationship between preprofessional academic performance and three measures of succes (cumulative professional GPA, comprehensive written examination score, and patient attendance at the on-site clinic) for 46 graduates in the same master's-degree PT program in the state of Washington.8 In addition to preprofessional GPA and a cumulative GRE score, these investigators also used brace scores from written exercises and united score from letters of hint as independent variables. Assessments of the validity of these last three measures were not reported. Preprofessional GPA was a statistically significant predictor in sum of two units of the hierarchical regression analyses (r^sup 2^ = 046 and 025) while the composite GRE variable explained additional variance in the same model (r^sup 2^ increase = 013) The small sample size and the inclusion of unvalidated measures in this multivariate analysis limit the usefulness of these results

Baker et al. examined the association between first-year professional GPA and preadmission performance onward the Revised Health Occupations Aptitude Examination (R-HOAE) for 68 bookish mans in three master's-degree PT programs in Texas.9 In addition to the five individual exhibition scores obtained on the R-HOAE, the investigators also included preadmission cumulative and science GPAs and applicant age in their analysis. ensues of a stepwise regression indicated that the R-HOAE academic aptitude score was the simply statistically significant predictor, explaining 20% of the variance in first-year professional GPA. The minimal contribution of preprofessional GPA in this contemplation suggests that its usefulness as a predictor may vary depending in succession the combination of indicators considered in the admissions proces However, these findings also are limited from the use of a small sample in a multivariate model

Roehrig is the and nothing else investigator who has studied whether preprofessional performance could identify PT scholars with poor academic performance.5 Using data from 68 scholars in one New York State bachelor's-degree PT program, she defined an academic question at issue as any one of four criteria: (1) semester GPA