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Science, Verbal, or Quantitative Skills: Which is the Most Important Predictor of Physician Competence?

Jefferson Medical College, Center for Research in Medical Education and Health Care

Mohammadreza Hojat

Jefferson Medical College, Center for Research in Medical Education and Health Care

J. Jon Veloski

Jefferson Medical College, Center for Research in Medical Education and Health Care

Robert S. Blacklow

Jefferson Medical College, Center for Research in Medical Education and Health Care

Carla E. Goepp

Jefferson Medical College, Center for Research in Medical Education and Health Care

The relative importance of medical school applicants' science problem solving, reading, and quantitative skills as measured by the Medical College Admission Test (MCAT) was studied in predicting competence measured by the three parts of the National Board Examinations (NBE). Subjects were 1628 physicians graduated from Jefferson Medical College between 1978 and 1985. The results of bivariate and multiple correlations indicated that scores on the science problems subtest were better predictors of the basic science component of physician education (Part I scores of the NBE) than were the reading scores. Both the science problems and reading skills predicted clinical science scores equally well (Part II scores of the NBE). Reading skills scores contributed more than the science problems subtest in predicting scores on an examination of patient management skills (Part III of the NBE). Scores on the quantitative skills subtest did not contribute to any prediction. These findings suggest that the great emphasis placed by medical school admissions committees on science problem-solving scores of the MCAT is justifiable if performance in the basic science component of medical education is taken as the target outcome measure. However, if clinical skills in medical practice are taken as a target criterion, then at least equal emphasis should be placed on reading skills scores of the MCAT. It is discussed that there may be a potential value in improving the reading skills of medical school students in order to enhance their clinical and patient management competence. Implications of these findings in support of the new MCAT are discussed.

Educational and Psychological Measurement, Vol. 52, No. 2, 395-406 (1992)
DOI: 10.1177/0013164492052002015


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