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Review Article
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Imperfect physician assistant and physical therapist admissions processes in the United States
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Phillip Eugene Jones
, Susan Simpkins, Jennie Alicea Hocking - J Educ Eval Health Prof. 2014;11:11. Published online May 9, 2014
- DOI: https://doi.org/10.3352/jeehp.2014.11.11
- 39,137 View
- 248 Download
- 3 Web of Science
- 8 Crossref
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Abstract
PDF - We compared and contrasted physician assistant and physical therapy profession admissions processes based on the similar number of accredited programs in the United States and the co-existence of many programs in the same school of health professions, because both professions conduct similar centralized application procedures administered by the same organization. Many studies are critical of the fallibility and inadequate scientific rigor of the high-stakes nature of health professions admissions decisions, yet typical admission processes remain very similar. Cognitive variables, most notably undergraduate grade point averages, have been shown to be the best predictors of academic achievement in the health professions. The variability of non-cognitive attributes assessed and the methods used to measure them have come under increasing scrutiny in the literature. The variance in health professions students’ performance in the classroom and on certifying examinations remains unexplained, and cognitive considerations vary considerably between and among programs that describe them. One uncertainty resulting from this review is whether or not desired candidate attributes highly sought after by individual programs are more student-centered or graduate-centered. Based on the findings from the literature, we suggest that student success in the classroom versus the clinic is based on a different set of variables. Given the range of positions and general lack of reliability and validity in studies of non-cognitive admissions attributes, we think that health professions admissions processes remain imperfect works in progress.
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Citations
Citations to this article as recorded by
- TESOT: a teaching modality targeting the learning obstacles in global medical education
Xiaoran Wang, Xiao-Yu Liu, Shuwei Jia, Runsheng Jiao, Yunhong Zhang, Liyong Tang, Xiaoli Ni, Hui Zhu, Fengmin Zhang, Vladimir Parpura, Yu-Feng Wang
Advances in Physiology Education.2021; 45(2): 333. CrossRef - Examining Demographic and Preadmission Factors Predictive of First Year and Overall Program Success in a Public Physical Therapist Education Program
Katy Mitchell, Jennifer Ellison, Elke Schaumberg, Peggy Gleeson, Christina Bickley, Anna Naiki, Severin Travis
Journal of Physical Therapy Education.2021; 35(3): 203. CrossRef - Effect of Repeating Undergraduate Prerequisite Courses on Academic Performance in Doctor of Physical Therapy Program
Richard C. Clark, Yi-Po Chiu
Journal of Physical Therapy Education.2019; 33(1): 49. CrossRef - Current Practices and Perceptions of Admission Criteria at Physical Therapist Education Programs in the United States
Katy Mitchell, Jennifer Ellison, Peggy Gleeson
Journal of Physical Therapy Education.2019; 33(1): 55. CrossRef - Preadmission predictors of graduation success from a physical therapy education program in the United States
Gretchen Roman, Matthew Paul Buman
Journal of Educational Evaluation for Health Professions.2019; 16: 5. CrossRef - Using the Core Competencies for New Physician Assistant Graduates to Prioritize Admission Criteria for PA Practice in 2025
Constance Goldgar, Karen J. Hills, Stephane P. VanderMeulen, Jennifer A. Snyder, William C. Kohlhepp, Steven Lane
Journal of Physician Assistant Education.2019; 30(2): 111. CrossRef - Noncognitive Attributes in Physician Assistant Education
Anthony E. Brenneman, Constance Goldgar, Karen J. Hills, Jennifer H. Snyder, Stephane P. VanderMeulen, Steven Lane
Journal of Physician Assistant Education.2018; 29(1): 25. CrossRef - Identifying Demographic and Preadmission Factors Predictive of Success on the National Physical Therapy Licensure Examination for Graduates of a Public Physical Therapist Education Program
Bryan Coleman-Salgado, Edward Barakatt
Journal of Physical Therapy Education.2018; 32(1): 8. CrossRef
- TESOT: a teaching modality targeting the learning obstacles in global medical education
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