The relationship of non-cognitive factors to academic and clinical performance in graduate rehabilitation science students in the United States: a systematic review.
Purpose: Rehabilitation science programs utilize cognitive and non-cognitive factors to select students who can complete the didactic and clinical portions of the program and pass the licensure exam. Cognitive factors such a prior grade point average and standardized test scores are known to be pred...
| Publicado en: | Journal of Educational Evaluation for Health Professions Vol. 18; pp. 1 - 11 |
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| Autores principales: | , , , , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
National Health Personnel Licensing Examination Board
2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=154952441&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 154952441 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 19755937 B0CC jtl: Journal of Educational Evaluation for Health Professions issn: 19755937 maglogo: N pubinfo: dt: 2021 vid: 18 pid: 58691 pub: National Health Personnel Licensing Examination Board artinfo: ui: 154952441 154952441 154952441 10.3352/jeehp.2021.18.31 154952441 ppf: 1 ppct: 10 formats: fmt: @attributes: type: P tig: atl: The relationship of non-cognitive factors to academic and clinical performance in graduate rehabilitation science students in the United States: a systematic review. aug: au: Reynolds, Kelly Bazemore, Caroline Hanebuth, Cannon Hendren, Steph Horn, Maggie affil: Physical Therapy Division, Duke University School of Medicine, Durham, NC, USA sug: subj: Academic Performance Rehabilitation Science Education, Physical Therapy Students, Physical Therapy United States Cognition Academic Achievement United States Support, Psychosocial PubMed CINAHL Database Embase ERIC Database Clinical Assessment Tools Systematic Review Human Descriptive Statistics ab: Purpose: Rehabilitation science programs utilize cognitive and non-cognitive factors to select students who can complete the didactic and clinical portions of the program and pass the licensure exam. Cognitive factors such a prior grade point average and standardized test scores are known to be predictive of academic performance, but the relationship of non-cognitive factors and performance is less clear. The purpose of this systematic review was to explore the relationship of non-cognitive factors to academic and clinical performance in rehabilitation science programs. Methods: A search of 7 databases was conducted using the following eligibility criteria: graduate programs in physical therapy (PT), occupational therapy, speech-language pathology, United States-based programs, measurement of at least 1 non-cognitive factor, measurement of academic and/or clinical performance, and quantitative reporting of results. Articles were screened by title, abstract, and full text, and data were extracted. Results: After the comprehensive screening, 21 articles were included in the review. Seventy-six percent of studies occurred in PT students. Grit, self-efficacy, emotional intelligence, and stress were the most commonly studied factors. Only self-efficacy, emotional intelligence, and personality traits were examined in clinical and academic contexts. The results were mixed for all non-cognitive factors. Higher grit and self-efficacy tended to be associated with better performance, while stress was generally associated with worse outcomes. Conclusion: No single non-cognitive factor was consistently related to clinical or academic performance in rehabilitation science students. There is insufficient evidence currently to recommend the evaluation of a specific non-cognitive factor for admissions decisions. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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