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ERIC Number: EJ812870
Record Type: Journal
Publication Date: 2008-May
Pages: 12
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1382-4996
Medical School Application Interview Score Has Limited Predictive Validity for Performance on a Fourth Year Clinical Practice Examination
Basco, William T., Jr.; Lancaster, Carol J.; Gilbert, Gregory E.; Carey, Maura E.; Blue, Amy V.
Advances in Health Sciences Education, v13 n2 p151-162 May 2008
Background and purpose: Data supporting the predictive validity of the medical school admission interview are mixed. This study tested the hypothesis that the admission interview is predictive of interpersonal interactions between medical students and standardized patients. Method: We determined correlations between admission interview scores and performance on a senior-year Clinical Practice Examination piloting US National Board of Medical Examiners stations. We also completed regression analyses controlling for undergraduate academic performance, gender and ethnicity. Outcome measures included an Interpersonal Skills score and a separate Overall Checklist performance score, completed by standardized patients. Results: The applicant interview had limited but statistically significant correlation with the Interpersonal Skills (r = 0.15; p less than 0.05) score. The applicant interview had a correlation of 0.13 with the Overall Checklist score (p = 0.056). In linear regression models, the applicant interview had limited but statistically significant correlations with the Interpersonal Skills score and the Overall Checklist score. Conclusion: As practiced at this medical school, the admission interview has limited predictive validity for future interactions with standardized patients. More comprehensive assessment of interpersonal skills during the medical school selection process will be needed in order to better select matriculants with desirable interpersonal skills.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States