Assessing the impact of cognitive competencies on the success in physician licensure examination: a case-control study
Norbert Lingling D. Uy | Jose Ronilo G. Juangco | Jennifer M. Nailes
Abstract:
Introduction In the realm of education and professional licensure, the assessment of individuals’
competencies is pivotal in determining eligibility for entry into various fields of practice. Medical school
assessments encompass cognitive and non-cognitive measures. The Philippines’ Physician Licensure
Examination (PLE) relies solely on cognitive assessment. This study explored the predictive power of
cognitive assessment in the passing the Physician Licensure Examinations.
Methods A case-control study design was done. Cognitive examination grade was defined as the average
cumulative grade of written examinations in specific subjects, while the dependent variable was PLE scores.
Results The study revealed a positive association between failing written examinations and failing the
Physician Licensure Examination. In all subjects, there is an observed association, but only Pharmacology
reached statistical significance (OR: 2.30 CI:1.01,5.24). For the remaining subjects, although there is
an association, it did not reach statistical significance (Biochemistry OR:1.42, CI: 0.43, 4.72; Medicine 3
OR:1.56, CI: 0.81, 3.0; Surgery 3 OR:1.28 CI: 0.63, 2.58). There was no association seen between failing
the written examination and failing the PLE in Obstetrics (OR:0.98 CI: 0.47, 2.03). Furthermore, there
was a weak positive correlation (0.18-0.31) between written examination grades and corresponding board
exam subject grades for all subjects, highlighting the importance of cognitive assessments in predicting
success. The research also found a statistically significant difference in PLE grades between those who
failed the written examinations and those who passed.
Conclusion These findings emphasized the crucial role of cognitive assessments in predicting success
in the PLE and its associated board subjects. The study underscored the need for medical institutions to
focus on strengthening cognitive competencies and to align the content and rigor of written examinations
with the PLE. Addressing these issues would better prepare students for the licensure examination and
enhance the quality of healthcare professionals entering the workforce. The results may contribute to
the ongoing discussion on the effectiveness of assessment methods in medical education and licensure
examinations.
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