Foreign Studies

According to the Best Teachers Test Preparation for OGET and OSAT
(2006), the Oklahoma General Educatio is designed to assess state core general
education knowledge and skills including critical thinking, computation and
communication. While the Oklahoma Subject Area Test (OSAT) is designed to
assess subject-matter knowledge and skills.
Herdon (2009) on his study The predictors of success of orthopaedic
residents on the American Board of Orthopaedic Surgery (ABOS) examination are
controversial. We evaluated numerous variables that may suggest or predict
candidate performance on the ABOS examination. We reviewed files of 161
residents (all graduates) from one residency program distributed into two study
groups based on whether they passed or failed their first attempt on the ABOS
Part I or Part II examination from 1991 through 2005. Predictors of success/failure
on the ABOS I included the mean percentile OITE score in the last year of training,
US Medical Licensing Examination (USMLE) score, Deans letter, election to Alha
Omega Alpha (AOA), and number of honors in selected third-year clerkships. All
but the USMLE score predicted passing the ABOS Part II examination. These data
suggest there are objective predictors of residents performance on the ABOS Part
I and Part II examinations.
Godellas et.al (2000) proclaimed in their on their study Factors
affecting improvement on the American Board of Surgery In-Training Exam
(ABSITE) that American Board of Surgery In-Training Exam (ABSITE) performance
can be used to assess resident knowledge to evaluate surgical curriculum. This
prospective study was performed to determine factors that lead to the
improvement of the resident ABSITE performance. This study demonstrates that
resident individual effort, past ABSITE performance, and academic conference
attendance were the said factors or determinants.
Hill-Besingue et.al (2000), conducted a study to determine
performance of predictors for the California State Board Examination (CSB Exam)
data on the 1998 Doctor of Pharmacy program were collected regarding their
preparation for the examination, study habits, demographics, work experience,
current position and National Association of Boards of Pharmacy Licensure
Examination (NABPLEX) results. The examinees were classified as passers and
failures. The first variable that was examined was the pre-pharmacy grade point
average. The result revealed that the pre-pharmacy GPA of those who passed did
not differ significantly from the pre-pharmacy GPA of those who failed. Since the
CSB Exam is based upon the pharmacist practice function and is practice based in
format, internship experienced was also analyzed. The study revealed no
significant difference on internship experience of the two groups. Similarly, the
average number of hours worked during the academic year was not significantly
different between the two groups. Data was also collected with regards to the
type of internship experience obtained. But this again did not impact on
successfully passing the Board Examination.
While Titard and Russell (1989) mentioned that there are many
factors are related to CPA examination success. This study examined four
factorsadvanced degree, GPA, public accounting experience, and
supplementary study. An advanced degree, GPA, and supplementary study were
found to have a positive effect on success on all parts of the CPA exam. Public
accounting experience was found to have a positive effect in passing Auditing and
Practice. Naturally, a candidates GPA will not change after graduation. However,
knowledge that supplementary study can improve the chances for success in all
parts, and that public accounting experience is helpful in Auditing and Practice is
especially significant for candidates who were unsuccessful at the first sitting
when they are preparing for subsequent sittings.
In a research by Mansse et.al (1980) as cited by Hill-Besingue et.al
(2000) that investigated the relationship between academic performance and
subsequent performance on the National Association of Boards of Pharmacy
Licensure Examination (NABPLX) in a small, private school and a large, state-
supported school. A review of related study from other research found similar
result. Younger, 1992 (as cited by Hill-Besingue et.al) found that the highest
predictive value for passing the NCLEX-RN was the students grades in four
nursing courses, second was the scholastic aptitude test scores. GPAs in four
nursing courses were reported to be valid predictors of NCLEX in some nursing
students. He even pointed out that Medical College Admission Test for Medical
school applicant positively correlated with undergraduate college GPAs. In
relation with medical school performanceby Silver and Hodgson (1997) as cited by
Tanedo (enye yun belle XD di ako marunong eh :DD) (2001), using regression
analyses, he found out that undergraduate grade point average (UGPA) along
with Medical College Admission Test (MCAT) scores adequately predicted
students achievement of NationalBoard of Medicine Examiners Part I. In another
literature review, it was revealed that the higher the undergraduate grade point
average (UGPA), Medical College Admission Test (MCAT) scores, and even
undergraduate science grade point average (SGPA), the lower the chances of
failure in medical school (Cariaga-Lo et.al, 1997)as cited by Tanedo (enye ulit)
(2001). A related research verified the latters findings revealing that Science GPA
and Undergraduate GPA were associated with medical school performance which
was measured through the Medical school GPAs, National Board or Medical
Examiners and even with the United States Licensure Examination (USMLE) scores
(Mitchells 1990 as cited by Tanedo, 2001).
Similarly, in research wherein GPAs and Achievement Test are being
studied as predictors of NCLEX success, preadmission GPA, GPA after copleting
one semester or nursing course, cumulative GPA at graduation, grades earned in
prerequisite and core nursing courses, test averages in the beginning and
advanced medical and surgical nursing courses and performance on the National
League for Nursing Comprehensive Achievement Test for Baccalaureate Students
(NLNCATBS), using logistic regression analysis revealed result that a combination
of test average in advanced medical/surgical nursing percentile scores on the
NLNCATBS predicted 94.7% of NCLEX-RN passes and 33.3% of failures. The
combination of NLNCATBS scores and patho-physiology grades predicted 93.3% of
NCLEX-RN passes and 50% failures. Moreover, although success could be
accurately predicted across all models, predicting failures was far more difficult.
(Seldomridge and Di Bartolo, 2004).
The latters finding were similar with study by Krup, Quick, and
Whitley (1998). In their research about determining whether grades in nursing
courses required of all students could predict NCLEX-RN performance, using
discriminant analysis, the result revealed that graduates who passed the NCLEX-
RN on the initial attempt did differ with respect to grades in nursing course taken
during the sophomore year and in a medical-surgical nursing course taken during
the junior year were substantially and directly related to NCLEX-RN performance.
Grades earned in other nursing theory courses had positive correlation with the
discriminant function. Grades in practicum courses were relatively poor
predictors of NCLEX-RN performance of 74.9% of the sample.
However, in research that sought to identify the relationship
between the academic scores of school subjects and the performance in national
qualified examination for registered professional nurses (NQEX-RPN) of 177
graduates of 2-year associate nursing degree in one of the junior college of
nursing in Taipei, it was found out by Lin, Fung, Hsiao and Lo (2003) that in the 34
subjects included in the research (16 nursing subjects and 18 non-nursing
subjects) were included in this two-year nursing curriculum. Nine nursing subjects
were statistical significant and were positively related with the performance in
NQEX-RPN. Year 1 grade point average (GPA) of nursing subjects was significantly
correlated with the performance in NQEX-RPN but not Year 2 GPA.the
performance of two subjects in NQEX-RPN, namely Fundamental Nursing and
Psychiatric-Community Nursing, were not significantly correlated with their
related school subjects.