Journal of manipulative and physiological therapeutics · 2006
Predictors of performance of students from the Canadian Memorial Chiropractic College on the licensure examinations of the Canadian Chiropractic Examining Board.
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Lawson Douglas M, Till Hettie
Аннотация
PURPOSE: The purpose of this study was to determine if the Canadian Memorial Chiropractic College (CMCC) structured admissions interview and other student measures predict success on the Canadian Chiropractic Examining Board (CCEB) examinations.
METHODS: An independent researcher combined CMCC and CCEB data by student name and then anonymized the data and destroyed the linking information. Backward stepwise multiple linear regressions were applied to external dependent variables from the CCEB and internal independent variables from the CMCC.
RESULTS: Forty percent of the variance in the basic science examination (R2 = 0.405) was explained by the independent variables of third year objective structured clinical examination practical and second-year grade point average (chi rhoGPA). Forty-five percent of the variance in the applied science examination (R2 = 0.448) was explained by the fourth year final examination and chi rhoGPA for years 4, 2, and 3. Twenty-four percent of the variance in the clinical decision making examination (R2 = 0.239) was explained by chi rhoGPAs of years 4, 1, 2, and 3. Sixteen percent of the variance in the clinical skills examination (R2 = 0.160) was explained by the third year objective structured clinical examination theory and chi rhoGPA for year 2.
CONCLUSION: For this educational institution, the admissions interview is not a predictor of success on the outcome measures of the CCEB. Student chi rhoGPA in year 2 is critical to success on CCEB licensure examinations. This information infers that students should only continue in their education after they have demonstrated a mastery level at the end of year 2.
METHODS: An independent researcher combined CMCC and CCEB data by student name and then anonymized the data and destroyed the linking information. Backward stepwise multiple linear regressions were applied to external dependent variables from the CCEB and internal independent variables from the CMCC.
RESULTS: Forty percent of the variance in the basic science examination (R2 = 0.405) was explained by the independent variables of third year objective structured clinical examination practical and second-year grade point average (chi rhoGPA). Forty-five percent of the variance in the applied science examination (R2 = 0.448) was explained by the fourth year final examination and chi rhoGPA for years 4, 2, and 3. Twenty-four percent of the variance in the clinical decision making examination (R2 = 0.239) was explained by chi rhoGPAs of years 4, 1, 2, and 3. Sixteen percent of the variance in the clinical skills examination (R2 = 0.160) was explained by the third year objective structured clinical examination theory and chi rhoGPA for year 2.
CONCLUSION: For this educational institution, the admissions interview is not a predictor of success on the outcome measures of the CCEB. Student chi rhoGPA in year 2 is critical to success on CCEB licensure examinations. This information infers that students should only continue in their education after they have demonstrated a mastery level at the end of year 2.