A total of 189 entering class medical students at Baylor College of Medicine were surveyed to test the hypothesis that personality traits, as measured by structured tests, are of at least equal importance to cognitive qualities in predicting medical school performance. Preliminary results supported the hypothesis. (LBH)

A study sought to identify student characteristics which account for academic achievement in clinical pharmacy courses. Preclinical grade point average was the best predictor. Subscales of the California Personality Inventory and the Myers-Briggs Type Indicator, work experience, sex, and age were the other predictor variables. (SW)

Admissions interview data and college academic credentials of five classes of University of Missouri-Columbia medical students were evaluated. Students judged by admissions interviewers to have high levels of maturity, nonacademic achievement, motivation, or rapport were two to three times as likely to receive outstanding internship…

The relationships between predictors of performance and subsequent measures of clinical performance in medical school were examined for two classes at Southern Illinois University of Medicine. Canonical redundancy analysis was used to evaluate the association between six academic and three biographical preselection characteristics and four…

Study investigated relationships among personality and academic achievement measures and supervisors' ratings of student teacher behaviors using undergraduate grade point average (GPA), Preprofessional Skills Test (PPST), Myers-Briggs Type Indicator (MBTI), and Classroom Procedures Evaluation Form (CPEF). Results indicate significant relationships…

An investigation was made to determine the increase in predictive efficiency attained by adding noncognitive variables to cognitive variables in predicting clinical performance of residents. It was found that a combination functions much better than any individual variables or even any specific class of variables in predicting resident clinical…

The magnitude of simple and multiple correlations between the Teacher Performance Assessment Instruments (TPAI) ratings of elementary student teachers and achievement gains of their pupils is assessed, as well as the impact of certain methodological and contextual factors on the validity coefficients generated. The TPAI is a set of four…

This study was conducted to identify competency areas most problematic for students who did not complete their student teaching experience. Data were collected from case studies of 19 student teachers who did not complete the experience and 31 student teachers who did. Evaluations were based on objective competency measures and subjective…

The purpose of the study described here was to determine the extent to which student teachers' performance, as assessed by their university supervisors, could be predicted from the following sets of measurements: (1) high school and college academic performance indexes; (2) self-reported attitudes, anxieties, and concerns about teaching; and (3)…