Eur J Dent Educ. 2022 Jul 22. doi: 10.1111/eje.12839. Online ahead of print.
INTRODUCTION: The aim of this study was to evaluate the correlations of cognitive and non-cognitive dental school admission factors with interview ratings provided by faculty and student interviewers.
METHODS: Interviewees for the 2019-2021 admissions cycles underwent a 90-minute period consisting of two 45-minute interviews and received two interview scores ranging from 1.0 to 2.3. Regression models were utilized to evaluate factors associated with interviewer type and admission status, The correlation strength between faculty and student interview scores was assessed.
RESULTS: A total of 177 applicants were interviewed, and 69 students were admitted over two admission cycles. Admitted students received higher interview ratings compared to non-admitted applicants after adjusting for cognitive and non-cognitive admission factors (average difference=-0.068; 95%CI=-0.123, -0.014). No statistically significant relationship was found between any cognitive admissions factor and interview score. However, having prior leadership role experiences was associated with better faculty score, after adjusting for student interviewee score. There was a strong linear correlation (r= 0.92) between faculty and student interview scores, with 0.809 change in faculty score with each additional student interview score (95%CI=0.735, 0.883).
CONCLUSION: The relationship between faculty and student scores was linear and strongly correlated, suggesting that faculty and student interviewers were comparable in their interview scoring. Leadership experience and potential could be advantageous qualities that improve faculty interviewer ratings. However, having a mix of faculty and Student interviewers may promote evaluation of candidates from different aspects, as students are familiar with the learning environment in dental school and may provide a unique perspective on an applicant’s background and suitability for the program.