Toward Holistic Admissions. Factors Associated with Success in Physical Therapy Education: A Systematic Review of the Literature
Purpose: Holistic admission practices in health professions education is a focus to improve student and subsequent professional diversity in health care professionals. Universities currently utilize similar although primarily cognitive measures to determine admissions to health care programs. Non-academic admission criteria have been recommended to improve diversity and enhance the admission process. Identifying variables that predict success in PT education may allow improved applicant assessment as well as understand program variables needed to ensure retention and subsequent NPTE performance. The goal of this review was to broaden the understanding of factors associated with success of students in PT programs through a synthesis of evidence found in the literature.Methods/Description: A systematic search of four databases was conducted for studies published between 2000 and 2018 specific to: 1) entry-level graduate PT education, 2) cognitive and non-cognitive admission factors, and 3) academic success. Inclusion criteria included: primary research studies, report of least one factor related to admission to PT school, and specific measure of success in academic education. Studies appraised using the McMaster Critical Review Form and thematic analysis was performed to gain insight into factors that influence success in PT programs.Results/Outcomes: Of 564 articles found, 15 met eligibility criteria. All studies were retrospective cohort studies examining multiple student cohorts from either same or different academic programs. Synthesis revealed 100% of studies evaluated cognitive measures based on previous academic ability (undergraduate GPA and/or GRE performance). 67% of studies evaluated at least one non-academic factor which were very diverse including: demographics (age, gender, race), ESL status, Health Science Reasoning scores, pre-admission degree status, interview score, total observation hours, applicant essay and/or personality traits including coping strategies and emotional intelligence. Results conclude cognitive factors provide strongest predictors of academic success, while demographic and other non-academic variables were not well investigated.Conclusions/Relevance to the conference theme: Our Leadership Landscape: Perspectives from the Ground Level to 30,000 Feet: Results confirm previous academic ability as a strong predictor of success in graduate PT programs however relatively little research supports non-cognitive measures to predict success. Increased age and ESL status may indicate difficulty with academic performance while other non-academic factors were not associated with academic success. Understanding non-academic attributes most predictive of student success may allow programs to improve holistic admission practices. These attributes may also be combined with cognitive factors to understand and/or improve program factors needed to ensure retention and success of all students in a rigorous and expensive educational pursuit. Further research is needed to determine which factors can be utilized to augment recruitment and retention and success of a diverse physical therapy workforce.References: Artinian, NT, Drees, BM, Glazer, G, Harris, K, Kaufman, LS, Lopez, N, Danek, JC, Michaels, J. (2017) Holistic admissions in the health professions: strategies for leaders. Coll Univ. 92(2); 65-68. Chevan, J, Reinking, M, Daley Iverson, M. (2017). The early assurance program model for physical therapy education. Journal of Physical Education. 31(3); 15-23. Ferguson, E, James, D, Madeley, L. (2002) Factors associated with success in medical school: systematic review of the literature. BMJ. 324 (April); 952-957. Gillette, C, Rudolf, M, Rockich-Winston, N, Blough, E, Sizemore, J, Hao, J, Booth, C, Broedel-Zaugg, K, Peterson, M, Anderson, S, Riley, B, Stanton, R, Anderson, G. (2016). Predictors of student performance on the pharmacy curriculum outcomes assessment at a new school of pharmacy using admission and demographic data. Journal of the Academy of Nutrition and Dietetics. doi:http//dx.doi.org/10.1016/j.cpti2016.08.033 Hamaideh, SH, Hamden-Mansour, AM. (2014). Psychological, cognitive, and personal variables that predict college academic achievement among health science students. Nurse Education Today. 34: 703-708. Koenig, TW, Parrish, SK, Terregino, CA, Williams, JP, Duneavy, DM Volsch, JM. (2013). Core personal competencies important to entering studnets’ success in medical school: what are they and how could they be assessed early in the admissions process? Academic Medicine. 88(5); 603-613, Larin, H, Wessel, J. (2015). Do emotional-social intelligence, caring, moral judgement and leadership of physical therapy students predict their clinical performance. International Journal of Learning, Teaching, and Educational Research. 10(4); 15-27. Letts L, Wilkins S, Law M, et al. Guidelines for Critical Review Form: Qualitative Studies (Version 2.0). McMaster University Occupational Therapy Evidence-Based Practice Re- search Group. Hamilton, Ontario: McMaster University; 2007. Wilcox, RE, Lawson, KA (2018). Predicting performance in health professions education programs form admission information-comparisons of other health professions with pharmacy. Currents in Pharmacy and Learning (article in press) http//dx.doi: 10.1016/j.cptl.2017.12.004