ArticleAdvances in health sciences education : theory and practice2018
The effects of a non-cognitive versus cognitive admission procedure within cohorts in one medical school.
Article in Advances in health sciences education : theory and practice, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 17 papers.
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Who cites it
17 citing papers in PubMed.
- How well do admission criteria predict student performance in one medical course?BMC medical education · 2025Article
- Beyond admission scores: evaluating GAT, SAAT, and English proficiency as predictors of physics performance in health science education.Frontiers in medicine · 2025Article
- Grit, academic resilience, and mindset of nursing students: A cross-sectional study.International journal of nursing studies advances · 2024Article
- Associations between an open-response situational judgment test and performance on OSCEs and fieldwork: implications for admissions decisions and matriculant diversity in an occupational therapy program.BMC medical education · 2024Article
- Observational
- A preliminary study of the probitive value of personality assessment in medical school admissions within the United States.BMC medical education · 2022Article
- Medical School Admission Policies Disadvantage Low-Income Applicants.The Permanente journal · 2022Article
- The predictive validity of admission criteria for the results of clinical competency assessment with an emphasis on family medicine in the fifth year of medical education: an observational study.BMC medical education · 2022Observational
- Relationship between admission criteria and academic performance in basic science courses in health science colleges in KAU.BMC medical education · 2021Article
- Do Medical Students in Their Fifth Year of Undergraduate Training Differ in Their Suitability to Become a "Good Doctor" Depending on Their Admission Criteria? A Pilot Study.Advances in medical education and practice · 2020Article
- The Long-Term Effectiveness of Empathic Interventions in Medical Education: A Systematic Review.Advances in medical education and practice · 2020Review
- The Evolution of Social Beliefs 1960-2016 in the United States and Its Influence on Empathy and Prosocial Expression in Medicine.Advances in medical education and practice · 2020Article
- Bachelor completion and dropout rates of selected, rejected and lottery-admitted medical students in the Netherlands.BMC medical education · 2019Article
- Motivation as an important criterion for graduation among medical students admitted from the waiting list.GMS journal for medical education · 2019Article
- The dynamics of poverty, educational attainment, and the children of the disadvantaged entering medical school.Advances in medical education and practice · 2019Article
- Do different curriculum aligned selection procedures admit students with different personality profiles to medical school?PloS one · 2018Article
- Admissions to Medical School during the COVID-19 Era without the MCAT.Journal of medical education and curricular developmentArticle
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
In medical school selection, non-cognitive performance in particular correlates with performance in clinical practice. It is arguable, therefore, that selection should focus on non-cognitive aspects despite the predictive value of prior cognitive performance for early medical school performance. The aim of this study at Radboud University Medical Center, the Netherlands, is to determine the effects of admitting students through an autonomous non-cognitive procedure on early medical school performance. We compared their performance to the performance of students selected through an autonomous cognitive selection procedure, enrolling in the Bachelor's curriculum simultaneously. 574 students (2013 and 2014 cohorts), admitted through non-cognitive selection (based on portfolio, CASPer and MMI, n = 135) or cognitive selection (curriculum sample selection, n = 439) were included in the study. We compared dropout rates, course credits and grades, using logistic and linear regression. The dropout rate was the highest in the non-cognitive selection group (p < 0.001). Students admitted through non-cognitive selection more often obtained the highest grade for the nursing attachment (p = 0.02) and had a higher mean grade for the practical clinical course in year 3 (p = .04). No differences in course grades were found. The results indicate that students perform best on the elements of the curriculum that are represented most strongly in the selection procedure they had participated in. We recommend the use of curriculum sample procedures, resembling the early medical school curriculum,-whether it has a more cognitive or a more non-cognitive focus-, to select the students who are likely to be successful in the subsequent curriculum.
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