Reinaldo B Bestetti, Lucélio B Couto, Priscila Roncato-Paiva, Gustavo S Romão, Milton Faria-Jr, Rosemary Aparecida Furlan-Daniel, Tufik José Magalhães Geleilete, Salim Demetrio Jorge-Neto, Fernanda Porfirio Mendonça, Marcelo Engracia Garcia, Marina Toledo Durand
Department of Medicine, University of Ribeirão Preto, Ribeirão Preto City, Brazil
Correspondence: Reinaldo B Bestetti
University of Ribeirão Preto, Avenida Costábile Romano, 2201, Ribeirão Preto City 14096-900, Brazil
Tel +55 16 36036795
Email [email protected]
Purpose: Most studies assessing the value of the university admissions test (UAT) to predict academic performance at the end of a medical course were carried out on lecture-based medical courses. However, the association between performance in the UAT with academic achievement at the end of medical course in a problem-based learning (PBL) medical hybrid curriculum remains controversial. The aim of this study was to correlate marks in the UAT with those obtained in the Organized Structured Clinical Examination (OSCE), in the progress testing (PT), and in the final marks of the clerkship (FMC).
Methods: We used data from 48 medical students. A single and a multiple dependency studies were performed to assess bivariate and multiple correlation between the UAT or the essay scores (dependent variables) and the OSCE, PT, and FMC (independent variables). Pearson test, multiple linear regression, and ANOVA tests were used and a p-value < 0.05 was considered significant.
Results: In the bivariate analysis, only the UAT and FMC marks were correlated (r=0.34; p=0.02). However, the multiple dependency study showed a moderate correlation among UAT, OSCE, PT, and FMC marks (r=0.46; p=0.01). No correlation was found between the essay scores and PT, FMC, and OSCE scores.
Conclusion: Our study shows that UAT marks, but not essay scores, can predict academic achievement, particularly in terms of clinical competence (FMC) at the end of a medical course in a PBL hybrid curriculum.
Keywords: admissions test, clinical performance, problem-based learning, Organized Structured Clinical Examination, progress testing
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