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The relationship of non-cognitive factors to academic and clinical performance in graduate rehabilitation science students in the United States: a systematic review

Publication ,  Journal Article
Reynolds, K; Bazemore, C; Hanebuth, C; Hendren, S; Horn, M
Published in: Journal of educational evaluation for health professions
January 2021

Rehabilitation science programs utilize cognitive and non-cognitive factors to select students who can complete the didactic and clinical portions of the program and pass the licensure exam. Cognitive factors such a prior grade point average and standardized test scores are known to be predictive of academic performance, but the relationship of non-cognitive factors and performance is less clear. The purpose of this systematic review was to explore the relationship of non-cognitive factors to academic and clinical performance in rehabilitation science programs.A search of 7 databases was conducted using the following eligibility criteria: graduate programs in physical therapy (PT), occupational therapy, speech-language pathology, United States-based programs, measurement of at least 1 non-cognitive factor, measurement of academic and/or clinical performance, and quantitative reporting of results. Articles were screened by title, abstract, and full text, and data were extracted.After the comprehensive screening, 21 articles were included in the review. Seventy-six percent of studies occurred in PT students. Grit, self-efficacy, emotional intelligence, and stress were the most commonly studied factors. Only self-efficacy, emotional intelligence, and personality traits were examined in clinical and academic contexts. The results were mixed for all non-cognitive factors. Higher grit and self-efficacy tended to be associated with better performance, while stress was generally associated with worse outcomes.No single non-cognitive factor was consistently related to clinical or academic performance in rehabilitation science students. There is insufficient evidence currently to recommend the evaluation of a specific non-cognitive factor for admissions decisions.

Duke Scholars

Published In

Journal of educational evaluation for health professions

DOI

EISSN

1975-5937

ISSN

1975-5937

Publication Date

January 2021

Volume

18

Start / End Page

31

Related Subject Headings

  • United States
  • Students
  • Self Efficacy
  • Humans
  • Emotional Intelligence
  • Academic Performance
  • 3904 Specialist studies in education
 

Citation

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Reynolds, K., Bazemore, C., Hanebuth, C., Hendren, S., & Horn, M. (2021). The relationship of non-cognitive factors to academic and clinical performance in graduate rehabilitation science students in the United States: a systematic review. Journal of Educational Evaluation for Health Professions, 18, 31. https://doi.org/10.3352/jeehp.2021.18.31
Reynolds, Kelly, Caroline Bazemore, Cannon Hanebuth, Steph Hendren, and Maggie Horn. “The relationship of non-cognitive factors to academic and clinical performance in graduate rehabilitation science students in the United States: a systematic review.” Journal of Educational Evaluation for Health Professions 18 (January 2021): 31. https://doi.org/10.3352/jeehp.2021.18.31.
Reynolds K, Bazemore C, Hanebuth C, Hendren S, Horn M. The relationship of non-cognitive factors to academic and clinical performance in graduate rehabilitation science students in the United States: a systematic review. Journal of educational evaluation for health professions. 2021 Jan;18:31.
Reynolds, Kelly, et al. “The relationship of non-cognitive factors to academic and clinical performance in graduate rehabilitation science students in the United States: a systematic review.” Journal of Educational Evaluation for Health Professions, vol. 18, Jan. 2021, p. 31. Epmc, doi:10.3352/jeehp.2021.18.31.
Reynolds K, Bazemore C, Hanebuth C, Hendren S, Horn M. The relationship of non-cognitive factors to academic and clinical performance in graduate rehabilitation science students in the United States: a systematic review. Journal of educational evaluation for health professions. 2021 Jan;18:31.

Published In

Journal of educational evaluation for health professions

DOI

EISSN

1975-5937

ISSN

1975-5937

Publication Date

January 2021

Volume

18

Start / End Page

31

Related Subject Headings

  • United States
  • Students
  • Self Efficacy
  • Humans
  • Emotional Intelligence
  • Academic Performance
  • 3904 Specialist studies in education