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Report on Predictive Factors of Success on the National Board for Certification in Occupational Therapy Exam Dawndra Sechrist, OTR, Ph.D. Cynthia Tiongco,

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Presentation on theme: "Report on Predictive Factors of Success on the National Board for Certification in Occupational Therapy Exam Dawndra Sechrist, OTR, Ph.D. Cynthia Tiongco,"— Presentation transcript:

1 Report on Predictive Factors of Success on the National Board for Certification in Occupational Therapy Exam Dawndra Sechrist, OTR, Ph.D. Cynthia Tiongco, OTR

2 Acknowledgements Special thanks to: Sandra Whisner, OTR, MA Student researchers: Samantha Breidenbach, MOTS Hannah Curtis, MOTS Brandi Featherston, MOTS Cassidy Hunsaker, MOTS Kate Karper, MOTS Alex Lawton, MOTS Courtney McGuire, MOTS Jan Milstead, MOTS Gretchen Saathoff, MOTS Ben Wright, MOTS

3 Learner Objectives Identify factors significant and predictive to first time pass rate on the NBCOT exam Discuss additional factors that could be explored for future research

4 Purpose of the Study  To determine the key factors to successfully pass the NBCOT certification exam on the first attempt.  To guide Master’s of Occupational Therapy programs to select appropriate candidates for their program.  To identify risk factors for students who do not pass the NBCOT exam on the first attempt.

5 Literature Review ACOTE Standard (#A.5.4)  “The average total pass rate of OT Master’s program graduates taking the national certification exam for the first time over the three most recent calendar years must be 70% or higher” (Accreditation Council of Occupational Therapy Education [ACOTE], 2006, p. 5). NBCOT Requirements  Graduate from ACOTE program  Complete fieldwork  Agree to abide by NBCOT Candidate/Certificant Code of Conduct (NBCOT, n.d., Eligibility Requirements).

6 Literature Review Overall grade point average (GPA) at admission. Final cumulative GPA at time of graduation from program. NBCOT review workshop Interviews and essays

7 Predictor Variables  Overall grade point average (GPA) at admission into the Master of Occupational Therapy (MOT) Program  Science GPA at admission into the MOT Program  Completion of a Baccalaureate Degree at time of admission into the MOT Program  Number of volunteer/observation hours at time of admission into the MOT Program  Score on admission interview (percentage)  Final score in Gross Anatomy (part of MOT curriculum)  Introvert or Extrovert type on Myers-Briggs Type Indicator  Sensing or Intuition type on Myers-Briggs Type Indicator

8  Score on 100-Question NBCOT practice pre-test (administered by MOT Program the first semester of the occupational therapy curriculum)  Score on Occupational Therapy Knowledge Exam (OTKE) NBCOT practice pre-test (administered by MOT Program the first semester of the occupational therapy curriculum)  Score on 100-Question NBCOT practice post-test (administered by MOT Program the sixth semester [last semester of didactic portion of the curriculum])  Score on OTKE NBCOT practice post-test (administered by MOT Program the sixth semester [last semester of didactic portion of the curriculum])  Student placed on academic probation during MOT program  Final cumulative GPA at time of graduation from the MOT Program  NBCOT review workshop attendance Predictor Variables

9 Methodology Recruitment of Subjects  Retrospective review of student academic information and does not require recruitment of any subjects. Consent Procedures  No consent procedures due to the nature of this study.

10 Methodology Subjects  Subjects consisted of graduates from an entry-level Masters of Occupational Therapy program over a five-year period to include approximately 156 graduate records.  Inclusion Criteria Enrolled and graduated from TTUHSC Took the NBCOT exam within 12 months of graduation  Exclusion Criteria Inaccessible or unreported information

11 Methodology Data Collection Procedures  The MOT Program Director collected the information from the student files located in the MOT program and TTUHSC Office of Admissions.  All data was de-identified by using RANDOM.org to randomly assign a number and compiled into an Excel file.  Information was stored on a password protected spreadsheet on the Principal Investigator’s computer.  The master list was destroyed once all data was obtained.

12 Methodology Design for Analyzing Data  Predictive modeling applying logistic regression was conducted to determine the relationship of all the variables on the outcome variable.  Statistical Package for the Social Sciences (SPSS) was used to run the data analysis.

13 Methodology Design Limitations  Limited sample size  Sample of convenience  Possible missing factors  Researchers lack of experience with logistic regression

14 Potential Risks  Family Educational Rights and Privacy Act (FERPA) was considered by the investigators and student information was adequately protected and destroyed once master list was made. Methodology

15 Results Data Analysis  Researchers obtained data from 97 records over a three year period ( )  Of the 97 records, 92 were complete and were included in the final analysis  Of the 92 records, 75 passed the NBCOT exam on the first attempt and 18 did not

16 Results  Descriptive statistics were run on the following 12 variables:  Overall grade point average (GPA) at admission into the Master of Occupational Therapy (MOT) Program  Science GPA at admission  Bachelor’s degree at admission  Interview score  Myers-Briggs Type (sensing vs. intuitive)  Gross Anatomy Grade  Score on 100-Question NBCOT practice post-test  Graduation GPA  NBCOT review workshop attendance  Fieldwork II:2 score  Number of observation hours at admission  Range of observation hours at admission

17 Results

18  After initial analysis, 4 factors were identified as possible predictors  Overall GPA at admission  Myers-Briggs type indicator (sensing vs. intuitive)  NBCOT 100 question practice post-test  MOT Program Graduate GPA  A binary logistic regression was run using these variables with passing the NBCOT exam on the first attempt as the outcome variable.

19 Results PredictorsScoredfp Overall GPA at admission Myers Briggs Type (S or N) question post-test Graduate GPA Overall Score = Roa’s efficient score statistic; df = degrees of freedom; p=probability value

20 Results IncludedB(SE)Odds Ratio Lower CIUpper CI Constant (4.54).000 Posttest.037*(.011) B = beta values; SE = standard error; CI = confidence interval; *p<.05

21 Discussion  A higher score on the NBCOT 100-question posttest was predictive of students passing the NBCOT test on the first attempt.  This was the only variable shown to be a predictor at this time. More research is needed to increase strength of these findings.

22 Discussion  Pilot study Need to follow-up this study with more analysis  Program Implications Programs will be able to identify students that are at risk Programs and students will have a better understanding of what is necessary for them to increase the likelihood of passing the NBCOT exam on the first attempt  Future Research Continuing over the years with TTUHSC MOT Students Other programs

23 References Accreditation Council for Occupational Therapy Education of American Occupational Therapy Association, Inc. (2006). Accreditation Standards for a Master’s-Degree-level Educational Program for the Occupational Therapist. Retrieved March 2, 2011, from Avi-Itzhak, T., & Krauss, A. (2010). A Formative Outcome Assessment for Evaluating Occupational Therapy Students' Proficiency and Skills for Passing the NBCOT Computer-Based Certification Test. Journal of Allied Health, 39, Dawson, B. & Guy, R. (1994). Personality type and grade performance in a TV-assisted course. Journal of Personality Assessment, 41, DeYoung, S., & Foti, L. (1991). Predicting success on the National Council Licensure Examination-Registered Nurse: another piece of the puzzle. Journal of Professional Nursing, 7, Eligibility Requirements. (n.d.). Occupational Therapy | Certifications | NBCOT. Retrieved January 31, 2011, from Harrelson, G. L., Gallaspy, J. B., Knight, H. V., & Leaver-Dunn, D. (1997). Predictors of Success on the NATABOC Certification Examination. Journal of Athletic Training, 32(4),

24 References Hill-Besinque, K., Wong, W.Y., Louie, S.G., & Rho, J.P. (2000). Predictors of success rate in the California State Board of Pharmacy Licensure Examination. American Journal of Pharmaceutical Education, 64, 50 – 53. Hollman, J. H., Rindflesch, A., Youdas, J., Krause, D., Hellyer, N., & Kinlaw, D. (2008). Retrospective analysis of the behavioral interview and other preadmission variables to predict licensure examination outcomes in physical therapy. Journal of Allied Health, 37(2), Kirchner, G. L., Stone, R. G., & Holm, M. B. (2000). Use of admission criteria to predict performance of students in an entry-level master's program on fieldwork placements and in academic courses. Occupational Therapy in Health Care, 13(1), Landry, L. G., Davis, H., Alameida, M. D., Prive, A., & Renwanz-Boyle, A. (2010). Predictors of NCLEX-RN success across 3 prelicensure program types. Nurse Educator, 35(6), Lysaght, R., Donnelly, C., & Villeneuve, M. (2009). Factors predicting applicant outcomes in occupational therapy education. Canadian Journal of Occupational Therapy Abstracts, 76(1), Middlemas, D.A., Manning, J.M., Gazzillo, L.M., & Young, J. (2001). Predicting performance on the National Athletic Trainers’ Association Board of Certification examination from grade point average and number of clinical hours. Journal of Athletic Training, 36, (2):

25 References Myers, I. & McCaulley, M. (1996). MBTI uses in medicine and other health professions. Gainesville, FL: Center for Applications of Psychological Type, Inc. Myers, I. B., McCaulley, M. H., Quenk, N. L., & Hammer, A. L. (Eds.). (1998) MBTI manual: A guide to the development and use of the Myers-Briggs Type Indicator (3rd Ed.). Palo Alto, CA: Consulting Psychologists Press, Inc. Provost, J. (1992). Strategies for success: Using type to excel in high school and college. Gainesville, FL: Center for Applications of Psychological Type, Inc Reed, K.L. & Sanderson, S.N. (1999). Concepts of Occupational Therapy (4 th ed.). Baltimore, MD: Lippincott Williams & Wilkins. Riddle, D., Utzman, R., Jewell, D., Pearson, S., & Kong, X. (2009). Academic difficulty and program-level variables predict performance on the National Physical Therapy Examination for licensure: A population- based cohort study. Physical Therapy, 89(11), Wong, S.K., Ramirez, J.R., & Helf, S.C. (2009). Student performance on levels 1 and 2-CE of COMLEX-USA: do elective upper-level undergraduate science courses matter? Journal of the American Osteopathic Association, 109, (11):

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