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J Dent Educ. 70(5): 518-524 2006
© 2006 American Dental Education Association
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Critical Issues in Dental Education

Do Admissions Data and NBDE Part I Scores Predict Clinical Performance Among Dental Students?

Sang E. Park, D.D.S., M.M.Sc.; Srinivas M. Susarla, B.A.; Ward Massey, B.D.S., Ph.D.

Key words: DAT, PAT, NBDE Part I, clinical outcomes

Submitted for publication 11/30/05; accepted 01/27/06

The purpose of this study was to evaluate possible associations between a variety of measures used to evaluate didactic knowledge and clinical performance within a predoctoral dental program. In this study, clinical performance was assessed by clinical productivity and clinical proficiency across four different competency areas: operative dentistry, major restorative dentistry, fixed prosthodontics, and removable prosthodontics. Predental and preclinical predictors were undergraduate GPAs (overall and science), DAT subtest scores (including the Perceptual Ability Test, PAT), and performance on subtests of Part I of the National Board Dental Examination. The sample consisted of eighty-four students at the Harvard School of Dental Medicine who graduated during the period 2002–04. Associations between predictors and outcomes were first evaluated individually. Any associations that were near statistically significant (p=0.15) were then included in a multiple linear regression model. The criterion for statistical significance in the multiple linear regression model was p=0.05. While a number of measures were associated in bivariate analyses, few predictors were statistically significantly associated with clinical outcomes in the multiple regression analyses. Those predictors that were associated with clinical outcomes were also not consistently associated with the different outcomes studied. These data indicate that, within this study population, there is little to no uniform association between preclinical didactic performance and measurements of clinical productivity and clinical proficiency. It is possible that the overlap in skill sets required for success in the predental/preclinical and clinical areas is minimal.




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