Purpose: Most students entering dental school have outstanding academic credentials. Despite this, some students face academic difficulties throughout their dental education. The study investigates outcomes at the end of the first-year and the end of the 4-year curriculum.
Methods: This study reviewed data from 177 students in the entering classes of 2015 and 2016. The regression models included 156 students who completed the 4-year curriculum on the traditional timeline.
Results: Undergraduate cumulative GPA had a significant association with dental school outcomes in 4-year biomedical science GPA, translational science GPA, and clinical science GPA (increase of 0.31, 0.31, and 0.08 for a one-unit increase in undergraduate GPA). A one-unit increase in DAT was reflected in increased in first-year biomedical science GPA, preclinical science GPA, and cumulative GPA (0.04, 0.06, and 0.10, respectively). Conversely, a one-unit increase in failure or withdrawal from undergraduate courses was associated with decreases in first-year biomedical science GPA, preclinical science GPA, and cumulative GPA (0.08, 0.09, and 0.08, respectively). The only significant relationship for clinical science (patient care) GPA was cumulative undergraduate GPA (0.08 increase per unit).
Conclusion: The results of this study suggest students who are extremely strong academically in college will be strong throughout dental school and suggest benefits of targeted services for academically at-risk students. Due to the limited association of admission records to clinical grades, the results support holistic admission processes.
Keywords: academic training; achievement; counseling; dental; education; educational; predental education; school admission criteria; student affairs.
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