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Relationship between student academic and clinical performance in podiatric medical education at Des Moines
Robert M Yoho1, Valerie Tallerico, Vassilios Vardaxis
1College of Podiatric Medicine and Surgery, Des Moines University, IA 50312, USA. robert.yoho@dmu.edu
Background:
This study was performed to determine whether a relationship exists regarding academic achievement between years 1 and 2 of podiatric medical education at Des Moines University. Furthermore, this study evaluates the relationship between academic performance in the first 2 years and clinical performance in year 3.
Methods:
The academic records of four classes (2007-2010, N = 164) were examined for grade point averages and clinical performance scores using pairwise Pearson product moment correlations.
Results:
Significant high correlations existed in academic performance scores between year 1 and year 2 for individual classes and pooled data. Significant low to moderate correlations were found between academic performance and clinical performance scores for individual classes and pooled data.
Conclusions:
These results help define the relationship between student academic and clinical performance for podiatric medicine students at Des Moines University and suggest that nonacademic characteristics may play a pivotal role in clinical abilities. These characteristics need to be further identified and developed in the academic curriculum. There may be attributes identified that also benefit the admissions process.
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