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PubMedDate not supplied

The use of interactive video client simulation scores to predict clinical performance of occupational therapy students.

OBJECTIVE: Student academic performance (grades) has traditionally shown a weak correlation with clinical performance (supervisor ratings). A computer-based interactive video client evaluation program was created to determine whether the decision making of occupational therapy students on a client simulation explained variability in fieldwork supervisor ratings not accounted for by grades. METHOD: Two student cohorts (N = 43; N = 30) selected evaluation procedures for a client with a cerebrovascular accident from on-screen menus and recorded and interpreted client responses as shown on videodisc. Multiple regressions were calculated in which grades and simulation scores were used to predict fieldwork supervisor ratings. RESULTS: In cohort 1, grade in a physical disabilities course predicted 31% of the variance in supervisor ratings, whereas the simulation score for "completeness" accounted for an additional 12%, F(2, 39) = 16.75, p< .0001, adjusted R2= .434. Students with better grades received higher ratings, whereas students who evaluated the simulated client less exhaustively received higher ratings. For cohort 2, fieldwork ratings were best predicted by a combination of several simulation efficiency scores (number of correct answers given per unit time), F(4, 21) = 6.17, p < .002, adjusted R2 = .453. Mostly, higher efficiency scores were associated with higher supervisor ratings. CONCLUSION: Video simulations of client encounters may measure decision-making skills not measured by grades, in particular, making correct decisions in a timely manner within a realistic context.

Clinical Competence↗

PubMed2005

Evaluation of applicants to predoctoral dental education programs: review of the literature.

This review finds that college GPA and DAT scores provide dental schools in the United States and Canada with defensible methods for selecting students. College GPA seems the best predictor of academic performance in dental school. The academic average (AA) of the DAT is a better predictor than is the perceptual ability test (PAT), but dental educators who believe that evidence of manual dexterity or perceptual ability must be a part of the admissions decision can find enough supporting evidence to justify doing so. When added to college GPA and the AA, information from the PAT may in fact enhance predictability. There is also evidence, however, that manual skills can be learned during routine dental curricular experiences. Overall, conventional admissions criteria at best account for about 40 percent of the variance in dental school performance, and most of this variance occurs during the early years of the curriculum. Studies are lacking for evaluating criteria that may predict success in admitting students for preferentially addressing current challenges, including achieving diversity of the workforce, ensuring access to care for all, interprofessional health care, ethics and professionalism, filling faculty positions, and conducting needed research. Schools should periodically validate all of their admissions criteria against expected performances and make corresponding adjustments.

Aptitude Tests↗

PubMedDate not supplied

The peer group as a context: mediating and moderating effects on relations between academic achievement and social functioning in Chinese children.

The purpose of the study was to examine, in a large sample of Chinese children and adolescents at 9, 13, and 16 years of age, the contextual effects of the peer group on relations between academic achievement and social functioning. Data on informal peer groups, social functioning and academic achievement were collected from multiple sources. It was found that peer groups were highly homogenous on academic achievement. Hierarchical linear modeling analysis revealed that academic achievement and social adjustment were associated at both the within-group individual level and the group level. Moreover, group academic performance moderated the relations between academic achievement and social adjustment such as peer acceptance, social competence, and leadership, suggesting that individual-level relations might be enhanced or exacerbated by group academic norms.

Adolescent↗

PubMed2003

Relationship between academic achievement and student performance on the Comprehensive Osteopathic Medical Licensing Examination-USA level 2.

The Comprehensive Osteopathic Medical Licensing Examination-USA (COMLEX-USA) is a three-part examination used for licensing osteopathic physicians. The relationship between performance on this examination and prior student academic performance has been unclear. This study explores the relationship between COMLEX-USA level 2 scores and student academic performance at Oklahoma State University College of Osteopathic Medicine (OSU-COM). All first-time examination candidates from OSU-COM had a formal, weeklong board review in March 2000, and all passed the examination. Predictions about COMLEX-USA scores generated by the academic dean's office at OSU-COM underestimated student examination performance; results suggest a significant correlation between level 2 performance with (1) level 1 performance (.751); (2) grade point average (GPA) in basic science (.659); (3) total GPA (.672); and (4) Medical College Admission Test (MCAT) scores (.406). The correlation of level 2 scores to clinical GPA (.269) was lower but still significant. Results of this study suggest that performance on COMLEX-USA level 2 is strongly correlated with prior student academic performance in this population.

Educational Measurement↗

PubMed1993

A preliminary study of the effect of eliminating requirements on clinical performance.

This study determined the effect of a clinical program driven by patient needs upon students' productivity, attitudes, and academic performance. A group of eight senior students, whose academic and clinical performance profile replicated that of the rest of the class, were chosen to participate in a year-long non-requirement clinic. The students were expected to attend all clinic sessions, and treat their assigned patients. Their performance was compared to that of classmates in the regular requirement-driven curriculum. The non-requirement group had significantly higher academic achievement and significantly outproduced their classmates. Non-requirement students had no state board failures, versus 17 percent in the regular curriculum, and reported significantly lower stress. This study suggests that predoctoral clinical programs can maintain quality and productivity in the absence of unit requirements.

Attitude↗

PubMed1986

Trends in academic qualifications and performance of dental students.

The academic qualifications and dental school performance measures of students enrolled at public and private dental schools during the five-year period beginning in 1980 were examined. The results indicated that mean DAT academic averages and predental science GPA measures declined significantly over the most recent four years observed. For these qualifications, there were significant differences between those students enrolled at public and private dental schools, with those students enrolled at public schools tending to outperform those at private schools. The results of the analyses of dental school performance measures showed no clear, consistent pattern of decline over the same five-year period.

Achievement↗

PubMed1996

Reading and spelling deficits among children attending a psychiatric day treatment program.

To investigate the specific behavioural and cognitive characteristics which may account for academic deficits in children with psychiatric disorders, 50 children admitted to a day treatment and school program were assessed using behaviour questionnaires for parents and teachers, and tests assessing intelligence (WISC-R), language (CELF-R) and academic performance (Kaufman Test of Educational Achievement). The academic measures Reading Decoding, Reading Comprehension and Spelling formed the dependent variables. Behaviour and cognitive measures which distinguished the sample from normative data constituted the independent variables. Hierarchical multiple regression analyses were performed in order to identify behaviour and cognitive measures accounting for the academic deficits. In the analyses, three measures (Digit Span, Sentence Assembly, Recalling Sentences), probably assessing overlapping cognitive/linguistic functions, accounted for a large proportion of variance for Reading Decoding (0.47), Reading Comprehension (0.63) and Spelling (0.29). None of the behaviour measures accounted for any variance of the academic variables. It is argued that linguistic dysfunction is a primary deficit which underlies problems in academic learning.

Adolescent↗

PubMed1986

Waxing tests as predictors of students' performance in preclinical dentistry.

Poor prediction of psychomotor performance in dentistry using traditional admissions tests and prior academic performance, as well as the serious consequences of poor performance for both students and faculty, suggest that better predictors are needed. Two tests of waxing skill were incorporated into the first semester freshman dental anatomy course and administered to one class of 131 students. Data were collected for eight preclinical performance measures. Results showed that neither the academic portion of the DAT nor the entering grade point average predicted performance on any of the psychomotor measures at a statistically significant level. In all cases, the first, second, or both waxing tests were better predictors than the perceptual portion of the DAT. These waxing tests may be useful in the early identification of students with psychomotor deficiencies for admissions decisions and/or for designing and evaluating the effectiveness of early instructional intervention strategies on performance.

Anatomy↗

PubMed2005

Active learning in a Year 2 pathology curriculum.

PURPOSE: Team-based learning (TBL) has been successfully used in non-medical curricula, but its effectiveness in medical education has not been studied extensively. We evaluated the impact of TBL on the academic performance of Year 2 medical students at Wright State University by comparing this active learning strategy against a traditional method of case-based group discussion (CBGD). METHODS: A prospective crossover design assigned 83 Year 2 medical students to either CBGD or TBL for 8 pathology modules in the systems-based curriculum. The effectiveness of both learning methods was assessed by performance on pathology-based examination questions contained in end-of-course examinations. The highest and lowest academic quartiles of students were evaluated separately. Students' opinions of both methods were surveyed. RESULTS: No significant differences in whole group performance on pathology-based examination questions were observed as a consequence of experiencing TBL versus CBGD. However, students in the lowest academic quartile showed better examination performance after experiencing TBL than CBGD in 4 of 8 modules (P = 0.035). Students perceived that the contributions of peers to learning were more helpful during TBL than CBGD (P = 0.003). CONCLUSION: This study demonstrates that TBL and CBGD are equally effective active learning strategies when employed in a systems-based pre-clinical pathology curriculum, but students with lower academic performance may benefit more from TBL than CBGD.

Adult↗

PubMed1994

Comparison of indices of traumatic brain injury severity as predictors of neurobehavioral outcome in children.

This study examined the ability of early measures of traumatic brain injury (TBI) severity to predict neurobehavioral and functional skill outcomes shortly after injury and at 1 year postinjury. Ninety-eight children aged 6 to 15 years with TBI were consecutively identified on presentation to two regional medical centers. Ten measures of TBI severity were subsequently administered: initial Glasgow Coma Scale (motor, eye, verbal, and total GCS), duration of loss of consciousness, Abbreviated Injury Scale Head score, GCS motor score at 3 days postinjury, days to reach a total GCS score of 15, days to reach a GCS motor score of six, and duration of posttraumatic amnesia (days to reach a 75% performance on the Children's Orientation and Amnesia Test [COAT]). Cases were matched individually with controls on the basis of age, gender, school grade, the classroom teacher's assessment of pre-morbid level of academic performance in reading and arithmetic, and pre-morbid behavior. Both groups received intellectual, neuropsychologic, academic, and functional skill assessments three weeks after the case achieved full orientation and 1 year later. The indices of injury severity that were most predictive of both early and 1-year outcome across all neurobehavioral and functional measures were (1) days to an age-adjusted 75% performance on the COAT, (2) days to a GCS score of 15, and (3) initial total GCS score. For most outcome areas, a single measure of severity predicted outcome almost as well as multiple measures. However, early and 1-year academic performance and 1-year memory performance were best predicted by considering multiple indices of brain injury severity. The GCS verbal and motor scores were better predictors of outcome than the GCS eye score. However, consideration of individual GCS subscores did not improve upon prediction of outcome versus the GCS total score. These results provide strong validation for the use of duration of posttraumatic amnesia, measured by the COAT, as a measure of TBI severity and a significant indicator of neurobehavioral and functional outcome in children.

Activities of Daily Living↗

PubMed1999

Use of the School Performance Rating Scale with children treated for attention deficit hyperactivity disorder.

The School Performance Rating Scale was developed to assess academic performance of children diagnosed with attention deficit hyperactivity disorder. The most frequent concern of professionals, parents, and teachers is the child's performance and achievement in school; however, assessments are seldom obtained pretest and posttest. The scale has yet to be standardized so its association with academic behavior was estimated with the ADD-H Comprehensive Teachers' Rating Scale. 24 elementary-school children were given both scales after being diagnosed and treated for ADHD, following evaluation by a multidisciplinary team at a medical university's child-development clinic. A positive correlation of .8 was found between scores on the School Performance Rating Scale and .6 with Attention and Social Skills from the ADD-H Comprehensive Teachers' Rating Scale. Standardization of the scale would allow clinicians more specific identifications.

Achievement↗

PubMed2002

Premorbid adjustment and neuropsychological performance in schizophrenia.

To examine the relationship between premorbid adjustment and neuropsychological deficit in schizophrenia, this report examined retrospective ratings of social and school adjustment during three age epochs (childhood, early adolescence, and late adolescence) as predictors of neurocognitive performance in 61 clinically and pharmacologically stabilized schizophrenia outpatients. Results indicated greater cognitive deficits when premorbid adjustment was unfavorable, particularly for measures of attention and executive functions. Premorbid number and quality of peer relationships and psychosocial adaptation to the school environment were more closely related to neuropsychological performance during adulthood than were premorbid withdrawal and premorbid academic performance. Early onset of poor premorbid adjustment rather than deterioration from childhood to adolescence was associated with greater neuropsychological disturbance in adulthood. It is suggested that childhood onset of premorbid deficits in selective areas of social and academic adjustment appears to influence the cognitive performance seen in adult schizophrenia. This study is consistent with findings from other related reports; it extends these findings to a larger and clinically stabilized sample.

Adolescent↗

PubMed2000

Explanatory style and the performance of residents.

PURPOSE: Explanatory (i.e. attributional) style has been shown to be related to performance, especially when attributions are pessimistic. This study tested whether this relationship was present for residents. METHOD: The Attributional Style Questionnaire and the Brief Symptom Inventory were completed by 45 residents. Clinical rotation evaluations and in-training examination scores were used as performance measures. RESULTS: Explanatory style and emotional distress were not related to performance, although explanatory style was correlated with emotional distress. Overall, residents displayed an optimistic explanatory style. CONCLUSION: The absence of a relationship between explanatory style and performance may be due to the tendency for this resident sample to be optimistic. Also, common indicators of residency performance may not accurately measure clinical and academic performance.

Adaptation, Psychological↗

PubMed1986

A retrospective evaluation of psychosocial impact of long-term growth hormone therapy.

Fifty-eight growth hormone (hGH) deficient adults who had received long-term hGH therapy and their families were contacted to assess their past and current status regarding peer relationships, educational and vocational achievements, and self-concepts. Both heterosexual and same-sex peer relationships were reported as troublesome; most reported problems with having been treated as younger than their chronologic ages. The majority reported average or above average academic performance; there were no significant differences between academic achievements of the expatients and their siblings; the greatest portion of the sample were employed at least part-time and were satisfied with their employment status. On self-concept measures, the sample rated themselves higher in self-satisfaction, personal work, and sociality, but lower on physical self and self-criticism than norms; most of the parents reported no significant differences between the patients' adjustment and that of their siblings. In addition, the recommendations from the group to others considering hGH treatment and to medical personnel working with such families are noted; implications for hGH intervention are discussed.

Adolescent↗

PubMed1972

The use of programmed materials in the analysis of academic contingencies.

Programmed handwriting materials were used to examine the effects of different reinforcement contingencies on the academic performance of six public school kindergarten children. The children's responses to these materials provided an educationally relevant dependent variable for the analysis of factors that affected the accuracy of their responses and the attainment of criterion performances. Variations in the complexity of most academic materials, which confound the analysis of contingencies, were eliminated by the programmed sequence so that the differential effects of three reinforcement conditions were observed. The three conditions were: baseline without tokens, tokens contingent on correct writing responses, and noncontingent tokens. It was consistently observed that the children were more accurate when their correct responses produced tokens, and that noncontingent tokens reduced accuracy below baseline levels.

Journal Article↗

PubMed1988

Neurodevelopmental readiness for adolescence: studies of an assessment instrument for 9- to 14-year-old children.

The Pediatric Examination of Educational Readiness at Middle Childhood (PEERAMID) is a neurodevelopmental examination for 9- to 14-year-old children. The examination was designed largely for use by developmental-behavioral pediatricians as a way of assessing certain critical developmental functions, including attention, memory, language, and motor coordination in children with school problems. Preliminary field testing of the PEERAMID was carried out in one community, and subsequently a revised version was standardized on randomly selected subjects from three communities near Boston, Massachusetts, and on groups of children from those towns said to be having significant problems at school. Additionally, the examination was used for the evaluation of 106 consecutive patients referred to the School Function Program at The Children's Hospital in Boston. Statistically significant performance differences discriminated between children with normal academic performance and those with school problems in the community as well as in the referral setting. It was discovered that children with school problems tended to have clusters of dysfunction, whereas normally achieving youngsters more often harbored no developmental dysfunctions or perhaps one or two areas of difficulty. It is believed that the PEERAMID can be a useful instrument in serving as part of a pediatric contribution to a multidisciplinary assessment in children in this age group.

Adolescent↗

PubMed2025

ADHD in Youth With Major Depressive Disorder in the Texas Youth Depression and Suicide Research Network (TX-YDSRN): Clinical Correlates and Moderators.

OBJECTIVE: Depression is a major public health concern with a 19% lifetime prevalence in youth, often precipitating other concerns, including suicidal behavior, poor school performance, and worsened peer relationships. ADHD is also common among youth and frequently presents alongside major depressive disorder (MDD), with this comorbidity associated with increased impairment. More research is needed to elucidate the clinical characteristics of this comorbidity (MDD + ADHD), especially as it relates to youth with MDD and no ADHD (MDD - ADHD). The present study examined the clinical correlates of MDD + ADHD in youth and the presence of an ADHD diagnosis as a moderator of the relationship between depressive symptoms and suicidality, peer relationships, and school functioning, respectively. METHODS: Our sample included 797 youth with MDD ages 8 to 20 years (Mage = 15.5 years) with and without ADHD. RESULTS: Youth with MDD + ADHD experienced more severe depressive symptoms, higher levels of suicidality, impulsivity, and irritability, and worse academic performance compared to those with MDD - ADHD. ADHD diagnosis did not moderate the relationships between depression severity and suicidality, peer relationships, or school functioning, respectively, suggesting that having an ADHD diagnosis may not affect these outcomes in depressed youth in this way. CONCLUSION: Findings shed light on the impact of ADHD in depressed youth, which may allow for earlier and more tailored intervention efforts aimed at identifying and targeting depression, suicidality, peer relationships, and school functioning.

Humans↗

PubMed1997

Gender differences in ADHD: a meta-analysis and critical review.

OBJECTIVE: To quantitatively review and critically evaluate literature examining gender differences in attention-deficit hyperactivity disorder (ADHD). METHOD: A meta-analysis of relevant research based on 18 studies meeting inclusion criteria was performed. Domains evaluated included primary symptomatology, intellectual and academic functioning, comorbid behavior problems, social behavior, and family variables. RESULTS: Gender differences were not found in impulsivity, academic performance, social functioning fine motor skills, parental education, or parental depression. However, compared with ADHD boys, ADHD girls displayed greater intellectual impairment, lower levels of hyperactivity, and lower rates of other externalizing behaviors; it was not possible to evaluate the extent to which referral bias affected these findings. Some gender differences were clearly mediated by the effects of referral source; among children with ADHD identified from nonreferred populations, girls with ADHD displayed lower levels of inattention, internalizing behavior, and peer aggression than boys with ADHD, while girls and boys with ADHD identified from clinic-referred samples displayed similar levels of impairment on these variables. CONCLUSIONS: The need for future research examining gender differences in ADHD is strongly indicated, with attention to methodological limitations of the current literature, including the potential confounding effects of referral bias, comorbidity, developmental patterns, diagnostic procedures, and rater source.

Adolescent↗