The admissions process in a graduate-entry dental school: can we predict academic performance?

Key Points Suggests performance in multiple mini-interview during the admissions process may predict academic performance in a graduate-entry dental school. Stresses multiple mini-interviews reviewing previous relevant work experience, evidence of team-working, positive communication skills and demonstrable manual dexterity appear to have a greater predictive value of subsequent academic achievement. Aim To assess the association between the admissions performance and subsequent academic achievement within a graduate-entry dental school. Methods The study was conducted at the University of Aberdeen Dental School. UCAS forms for course applicants were reviewed and assigned a pre-admission score (PAS) and a tariff given for the UCAS personal statement (UCAS). Individuals ranked highest were invited to attend multiple mini-interviews (MMI), which were scored. Data was correlated with academic performance reported as the University Common Assessment Scale (0-20). Comparisons were also made between the first degree and subsequent educational achievement. Statistics Data were analysed by multiple linear regression, Pearson correlation and unstacked ANOVA (IBM ® SPSS ® Statistics 19). Results Data were obtained for 75 students (F: 50; M: 25). A correlation between performance at MMI and CAS scores was identified (r = 0.180, p = 0.001, df = 538). A correlation was also noted between each student's first degree and the CAS scores (F = 4.08, p = 0.001, df = 9). Conclusions This study suggests that candidate performance at MMI might be a stronger predictor of academic and clinical performance of graduate-entry dental students compared to other pre-interview selection criteria. The first degree for such a programme also appears to be significant.