Department of Oral Medicine, Infection, and Immunity, Harvard School of Dental Medicine, Boston, Massachusetts, USA.
Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, Saudi Arabia.
Eur J Dent Educ. 2023 Aug;27(3):541-546. doi: 10.1111/eje.12839. Epub 2022 Aug 4.
The aim of this study was to evaluate the correlations of cognitive and noncognitive dental school admission factors with interview ratings provided by faculty and student interviewers.
Interviewees for the 2019-2021 admissions cycles underwent a 90-minute period consisting of two 45-min interviews and received two interview scores ranging from 1.0 to 2.3. Regression models were utilised to evaluate factors associated with interviewer type and admission status, The correlation strength between faculty and student interview scores was assessed.
A total of 177 applicants were interviewed, and 69 students were admitted over two admission cycles. Admitted students received higher interview ratings compared with nonadmitted applicants after adjusting for cognitive and noncognitive admission factors (average difference = -0.068; 95% CI = -0.123, -0.014). No statistically significant relationship was found between any cognitive admissions factor and interview score. However, having prior leadership role experiences was associated with better faculty score, after adjusting for student interviewee score. There was a strong linear correlation (r = .92) between faculty and student interview scores, with 0.809 change in faculty score with each additional student interview score (95% CI = 0.735, 0.883).
The relationship between faculty and student scores was linear and strongly correlated, suggesting that faculty and student interviewers were comparable in their interview scoring. Leadership experience and potential could be advantageous qualities that improve faculty interviewer ratings. However, having a mix of faculty and Student interviewers may promote evaluation of candidates from different aspects, as students are familiar with the learning environment in dental school and may provide a unique perspective on an applicant's background and suitability for the program.
本研究旨在评估认知和非认知性的牙科学校录取因素与教师和学生面试官提供的面试评分之间的相关性。
2019-2021 年招生周期的面试者接受了 90 分钟的面试，包括两次 45 分钟的面试，他们的面试成绩在 1.0 到 2.3 之间。回归模型用于评估与面试官类型和录取状况相关的因素，评估教师和学生面试成绩之间的相关强度。
在两个招生周期中，共有 177 名申请人接受了面试，69 名学生被录取。在调整了认知和非认知性录取因素后，被录取的学生比未被录取的申请人的面试评分更高（平均差异=-0.068；95%置信区间=-0.123，-0.014）。任何认知性录取因素与面试评分之间均无统计学显著关系。然而，在调整了学生面试者的分数后，有先前领导经验的申请人与更好的教师分数相关。教师和学生面试分数之间存在很强的线性相关性（r=.92），教师分数每增加一个学生面试分数增加 0.809（95%置信区间=0.735，0.883）。
教师和学生评分之间的关系是线性的，且相关性很强，这表明教师和学生面试官在面试评分方面具有可比性。领导经验和潜力可能是提高教师面试官评分的有利品质。然而，拥有教师和学生面试官的组合可能会促进从不同角度评估候选人，因为学生熟悉牙科学校的学习环境，并且可以为申请人的背景和对该计划的适合性提供独特的视角。
