|Published online: May 9, 2014||$US5.00|
The purpose of this study was to assess preadmission requirements and critical thinking skills to determine which factors were related to student success compared to students that experienced academic difficulty. Preadmission criteria commonly used for evaluation included: cumulative undergraduate grade point average, cumulative science grade point average, and qualitative and verbal graduate record exam scores. The use of critical thinking tools is an additional component in determining academic success. Academic data and critical thinking assessment were garnered from 149 doctoral physical therapy students during a four-year period. The results indicated a significant difference in cumulative undergraduate grade point average, qualitative and verbal graduate record exam scores, and critical thinking scores between students that were academically successful and students that experienced academic difficulty. It appears that the greater numbers of students who have academic difficulty are from ethnically diverse backgrounds. This study demonstrated a significant difference between all preadmission criteria, ethnicity, and academic status. It was determined that at-risk students who have met admissions criteria can be identified at the start of a program. By identifying factors that may place a student at risk for academic difficulty, PT programs could implement mentoring interventions that could minimize students from experiencing academic difficulty.
|Keywords:||Ethnical Diversity, Academic Difficulty, Physical Therapy|
Professor of Physical Therapy, Department of Physical Therapy, Andrews University, Berrien Springs, Michigan, USA
Physical Therapist, Outpatient Department, Adventist Medical Center, Portland, Oregon, USA