Predicting performance in health professions education programs from admissions information – Comparisons of other health professions with pharmacy

• Published in: Currents in pharmacy teaching and learning 2018-04, Vol.10 (4), p.529-541
• Main Authors: Wilcox, Richard E., Lawson, Kenneth A.
• Format: Article
• Language: English
• Subjects: Academic performance; Achievement test; Admissions; Critical thinking; GPA; MMI; Non-cognitive performance; PCAT
• ISSN: 1877-1297; 1877-1300
• DOI: 10.1016/j.cptl.2017.12.004

The goal of the present review was to assess the state of performance prediction in healthcare programs generally, versus performance prediction in pharmacy schools, using didactic and non-didactic admissions measures. This is important because clinical success represents a combination of skills that are not fully predicted by either type of measure alone. PubMed searches were conducted focusing on work published from 2000 onwards, since it is during this period that non-didactic admissions measures have come to be incorporated into the applicant evaluation process. Relevant free full text papers available were used. When these papers were not available by direct import into EndNote, we went directly to the journal to try to retrieve the paper. We acknowledge that health professions programs have been successful in recruiting excellent candidates into their schools. However, based on the modest amount of healthcare program performance accounted for by didactic measures, admissions committees should consider expanding their holistic evaluation of applicants. Schools would benefit from using two-step screening phases in the application process – perhaps evaluating didactic potential in phase 1 and experiential in phase 2. Using combination measures throughout the admission process should help ensure admission of students more likely to be successful throughout their healthcare practice. Future investigations of the prediction of healthcare program performance by formal combinations of didactic and non-didactic admissions measures are imperative. In addition, it is likely that combination admission measures will incorporate more metrics of critical thinking than do simpler approaches. Furthermore, systematic evaluation of the usefulness of the two-step screening approaches to admissions used by most competitive health professions programs also needs to be done.