Hojat M, Robeson M, Damjanov I, Veloski J J, Glaser K, Gonnella J S
Center for Research in Medical Education and Health Care, Jefferson Medical College, Philadelphia, PA 19107-5083.
Acad Med. 1993 Aug;68(8):635-7. doi: 10.1097/00001888-199308000-00015.
To investigate the incremental effects of selected psychosocial measures--beyond the effects of conventional admission measures--in predicting students' academic performances in medical school.
In 1989-90, 210 second-year students at Jefferson Medical College were each asked to complete 11 psychosocial questionnaires that were then used as predictors of performance measures in medical school. The students' scores on three subtests of the Medical College Admission Test (MCAT) were also used as predictors. Three composite measures of performance were used as the criterion measures: basic science examination grades, clinical examination grades, and ratings of clinical competence. A multiple regression algorithm (general linear model) was used for statistical analysis.
The response rate was 83% (175 students). When the psychosocial measures were added to the statistical models in which the common variances of the MCAT scores were already determined, significant increments in the common variances were observed for two of the three performance measures: basic science grades and clinical examination grades. Whereas only 4% of the common variance in the ratings of clinical competence could be accounted for by the MCAT scores, 14% could be accounted for by the psychosocial measures.
The "noncognitive," or psychosocial, measures increased the magnitude of the relationships between the predictive and criterion measures of the students' academic performances, beyond the magnitude attained when only the conventional admission measures were used. Therefore, psychosocial measures should be considered as significant and unique predictors of performance in medical school.
研究特定心理社会测量方法（超出传统入学测量方法的影响）对医学院学生学业成绩的预测增量效应。
1989 - 1990年，杰斐逊医学院的210名二年级学生每人被要求完成11份心理社会调查问卷，这些问卷随后被用作医学院学业成绩测量的预测指标。医学院入学考试（MCAT）三个子测试的学生成绩也被用作预测指标。使用三项综合成绩测量指标作为标准指标：基础科学考试成绩、临床考试成绩和临床能力评分。采用多元回归算法（一般线性模型）进行统计分析。
回复率为83%（175名学生）。当将心理社会测量指标添加到已确定MCAT成绩共同方差的统计模型中时，在三项成绩测量指标中的两项上观察到共同方差有显著增加：基础科学成绩和临床考试成绩。MCAT成绩只能解释临床能力评分中4%的共同方差，而心理社会测量指标能解释14%。
“非认知”或心理社会测量指标增加了学生学业成绩预测指标与标准指标之间关系的强度，超过仅使用传统入学测量指标时所达到的强度。因此，心理社会测量指标应被视为医学院学业成绩的重要且独特的预测指标。
