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J Dent Educ. 68(6): 598-613 2004
© 2004 American Dental Education Association
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Critical Issues in Dental Education

What Predicts Performance in Canadian Dental Schools?

S. Smithers, M.Sc.; V.M. Catano, Ph.D.; D.P. Cunningham, D.D.S.

Ms. Smithers is a Lecturer and Dr. Catano is Professor and Chair, both in the Department of Psychology, Saint Mary’s University; Dr. Cunningham is Associate Professor and Assistant Dean, Faculty of Dentistry, Dalhousie University. Direct correspondence and requests for reprints to Dr. D.P. Cunningham, Faculty of Dentistry, Dalhousie University, 5981 University Ave., Halifax, Nova Scotia, Canada B3H 3J5; 902-494-2876 phone; 902-494-2527 fax; d.p.cunningham{at}dal.ca. This study is based on data collected as part of a master’s thesis project at Saint Mary’s University.

Key words: personality measures, predicting performance, cognitive measures, Canadian Dental Association’s interview

Submitted for publication 01/16/04; accepted 04/06/04

The task of selecting the best dental applicants out of an extremely competitive applicant pool is a problem faced annually by dental faculties. This study examined the validity of both cognitive and noncognitive factors used for selection to Canadian dental schools. Interest in personality measurement and the prediction offered by personality measures has escalated and may be applied to the selection of dental candidates. Therefore, the study also assessed whether the addition of a personality measure would increase the validity of predicting performance beyond that achieved by an interview and the Dental Aptitude Test. Results suggest that an interview may be useful in identifying specific behavioral characteristics deemed important for success in dental training. Consistent with previous research, results show that the Dental Aptitude Test is a good predictor of preclinical academic success, with prediction declining when clinical components of the program are introduced into the criterion. Results from the personality measure indicated that Openness to Experience was significantly related to aspects of clinical education, although, contrary to expectations, this relationship was negative. A facet of Openness, Ideas, together with Positive Emotions, a facet of Extroversion, improved prediction of performance in clinical studies beyond that provided by the Dental Aptitude Test and the Interview. Implications of the findings are discussed, and recommendations regarding the admission process to Canadian dental programs are offered.




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