Dawndra Sechrist, OTR, Ph.D. Cynthia Tiongco, OTR

1. Report on Predictive Factors of Success on the National Board for Certification in Occupational Therapy Exam Dawndra Sechrist, OTR, Ph.D. Cynthia Tiongco, OTR

2. Acknowledgements • Special thanks to: • Sandra Whisner, OTR, MA • Student researchers: • Samantha Breidenbach, MOTS • Hannah Curtis, MOTS • Brandi Featherston, MOTS • Cassidy Hunsaker, MOTS • Kate Karper, MOTS • Alex Lawton, MOTS • Courtney McGuire, MOTS • Jan Milstead, MOTS • Gretchen Saathoff, MOTS • Ben Wright, MOTS

3. Learner Objectives • Identify factors significant and predictive to first time pass rate on the NBCOT exam • Discuss additional factors that could be explored for future research

4. Purpose of the Study • To determine the key factors to successfully pass the NBCOT certification exam on the first attempt. • To guide Master’s of Occupational Therapy programs to select appropriate candidates for their program. • To identify risk factors for students who do not pass the NBCOT exam on the first attempt.

5. Literature Review ACOTE Standard (#A.5.4) “The average total pass rate of OT Master’s program graduates taking the national certification exam for the first time over the three most recent calendar years must be 70% or higher” (Accreditation Council of Occupational Therapy Education [ACOTE], 2006, p. 5). NBCOT Requirements Graduate from ACOTE program Complete fieldwork Agree to abide by NBCOT Candidate/Certificant Code of Conduct (NBCOT, n.d., Eligibility Requirements).

6. Literature Review Overall grade point average (GPA) at admission. Final cumulative GPA at time of graduation from program. NBCOT review workshop Interviews and essays

7. Predictor Variables Overall grade point average (GPA) at admission into the Master of Occupational Therapy (MOT) Program Science GPA at admission into the MOT Program Completion of a Baccalaureate Degree at time of admission into the MOT Program Number of volunteer/observation hours at time of admission into the MOT Program Score on admission interview (percentage) Final score in Gross Anatomy (part of MOT curriculum) Introvert or Extrovert type on Myers-Briggs Type Indicator Sensing or Intuition type on Myers-Briggs Type Indicator

8. Predictor Variables • Score on 100-Question NBCOT practice pre-test (administered by MOT Program the first semester of the occupational therapy curriculum) • Score on Occupational Therapy Knowledge Exam (OTKE) NBCOT practice pre-test (administered by MOT Program the first semester of the occupational therapy curriculum) • Score on 100-Question NBCOT practice post-test (administered by MOT Program the sixth semester [last semester of didactic portion of the curriculum]) • Score on OTKE NBCOT practice post-test (administered by MOT Program the sixth semester [last semester of didactic portion of the curriculum]) • Student placed on academic probation during MOT program • Final cumulative GPA at time of graduation from the MOT Program • NBCOT review workshop attendance

9. Methodology • Recruitment of Subjects • Retrospective review of student academic information and does not require recruitment of any subjects. • Consent Procedures • No consent procedures due to the nature of this study.

10. Methodology Subjects Subjects consisted of graduates from an entry-level Masters of Occupational Therapy program over a five-year period to include approximately 156 graduate records. Inclusion Criteria Enrolled and graduated from TTUHSC Took the NBCOT exam within 12 months of graduation Exclusion Criteria Inaccessible or unreported information

11. Methodology • Data Collection Procedures • The MOT Program Director collected the information from the student files located in the MOT program and TTUHSC Office of Admissions. • All data was de-identified by using RANDOM.org to randomly assign a number and compiled into an Excel file. • Information was stored on a password protected spreadsheet on the Principal Investigator’s computer. • The master list was destroyed once all data was obtained.

12. Methodology • Design for Analyzing Data • Predictive modeling applying logistic regression was conducted to determine the relationship of all the variables on the outcome variable. • Statistical Package for the Social Sciences (SPSS) was used to run the data analysis.

13. Methodology Design Limitations Limited sample size Sample of convenience Possible missing factors Researchers lack of experience with logistic regression

14. Methodology • Potential Risks • Family Educational Rights and Privacy Act (FERPA) was considered by the investigators and student information was adequately protected and destroyed once master list was made.

15. Results • Data Analysis • Researchers obtained data from 97 records over a three year period (2008-2010) • Of the 97 records, 92 were complete and were included in the final analysis • Of the 92 records, 75 passed the NBCOT exam on the first attempt and 18 did not

16. Results • Descriptive statistics were run on the following 12 variables: • Overall grade point average (GPA) at admission into the Master of Occupational Therapy (MOT) Program • Science GPA at admission • Bachelor’s degree at admission • Interview score • Myers-Briggs Type (sensing vs. intuitive) • Gross Anatomy Grade • Score on 100-Question NBCOT practice post-test • Graduation GPA • NBCOT review workshop attendance • Fieldwork II:2 score • Number of observation hours at admission • Range of observation hours at admission

17. Results

18. Results • After initial analysis, 4 factors were identified as possible predictors • Overall GPA at admission • Myers-Briggs type indicator (sensing vs. intuitive) • NBCOT 100 question practice post-test • MOT Program Graduate GPA • A binary logistic regression was run using these variables with passing the NBCOT exam on the first attempt as the outcome variable.

19. Results Score = Roa’s efficient score statistic; df = degrees of freedom; p=probability value

20. Results B = beta values; SE = standard error; CI = confidence interval; *p<.05

21. Discussion • A higher score on the NBCOT 100-question posttest was predictive of students passing the NBCOT test on the first attempt. • This was the only variable shown to be a predictor at this time. More research is needed to increase strength of these findings.

22. Discussion • Pilot study • Need to follow-up this study with more analysis • Program Implications • Programs will be able to identify students that are at risk • Programs and students will have a better understanding of what is necessary for them to increase the likelihood of passing the NBCOT exam on the first attempt • Future Research • Continuing over the years with TTUHSC MOT Students • Other programs

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