Predicting Student Success in a Chiropractic Technology Program

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Predicting Student Success in a Chiropractic
Technology Program

• Jean Murray, MBA, PhD and
• Cathy Eberhart, MBA
• Palmer College of Chiropractic

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• What is the ASCT Program?
• Associate of Science in Chiropractic
• Technology
• Front-Office Training
• - office management, insurance,
• bookkeeping
• Back-Office Training
• - chiropractic assessment, radiology,
• ancillary procedures

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• Background of ASCT Program at Palmer College
• The CT program began in 1966
• Since 1982 students have had option to achieve
  certification as a chiropractic radiologic
  technologists (ACRRT)
• 1983 began offering Associate of Science
  degree, regionally accredited with NCA

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• Students from ASCT program go on to do the
  following
• Work with spouses, others in family practices
• Work in chiropractic offices
• Matriculate into Palmers DC program

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• Why this study was conducted
• Need for more information on ability of marginal
  applicants to succeed in ASCT program
• Determine the effect of length of time away from
  studies before entering the ASCT program on
  success in program

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• Research Questions
• To what extent is success in the CT program
  related to incoming high school GPA?
• To what extent is success in ASCT program
  related to time away from school prior to
  matriculation?
• 3. To what extent is success in ASCT program
  related to high school English, math, science
  GPA?

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Success Defined Graduation from the ASCT
program Or Matriculation into DC program
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Previous studies have shown a more positive
correlation between success in undergraduate,
professional, and pre-professional programs and
incoming GPA
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• Methods
• Records were not computerized, so had to go
  into files and pull up information manually
• International students GED component

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• Methods continued
• Who to include
• Tracking reasons for leaving program

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• After information collected
• 295 students since 1997 (254 after remove GED and
  International)
• Coding 1/0 to be able to use point bi-serial

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Statistical Analysis Point Bi-serial correlation
coefficient used
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• Results
• High school GPA and success
• Weak correlation (r0.268)
• Length of time since last education and success
  
• Weak correlation (r 0.045)
• English/Math/Science GPAs and success
• Weak correlation (r0.242, r0.147
  
• and r0.172 respectively)
• (results significant at a0.01, two-tailed test)

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Analysis of Results Results indicated no strong
positive correlations with any of the factors and
success in the ASCT program
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• Discussion
• Why was correlation weak?
• Small class size?
• Faculty accessibility?
• Passion for chiropractic?
• Motivation to work in family business?

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• Discussion
• Chose to focus on admission criteria
• (high school GPA) but could have
• correlated success with presence
• of prior college education
• Use of point-biserial correlation
• coefficient may have underestimated
• success due to the unequal proportion
• of 1s and 0s
• Data was hand-gathered

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• Discussion
• Research revealed a need for
• computerized tracking of information
• Suggest gathering quantifiable student
• entrance and exit data
• Data captured offers opportunity for
• further research

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Conclusion In admissions process review, all
matriculants appear to have equal opportunity to
succeed in program Based on research, we may
accept marginal students and have an equal
expectation of success
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Bibliography (selected works) Alzahrani MJ,
Thomson KM, Bauman DB. Predictors of student
success in an entry-level baccalaureate dental
hygiene program. J Dent Hyg 2007 Spring 81
(2)51. Downey MC, Collins MA, Browning WD.
Predictors of success in dental hygiene
education a six-year review. Dent Educ. 2002
66(11) 1269-1273. Zhang JQ. The correlation of
students entry-level GPA, academic performance
and the national board examination in all basic
science subjects. J Chirpr Educ 1999, 13, 91-9.