Retrospective single-school study links selected admissions assessments with medical school awards

A retrospective study of 644 graduates from New York Medical College School of Medicine found associations between selected admissions-assessment scores and institutionally recognized academic and professional awards. MCAT scores were associated with academic awards, while Casper situational judgment test and local multiple mini-interview scores were associated with service awards. Casper scores were also associated with clinical awards.

Researchers analyzed graduates from 2020 through 2022 and structured the analysis using Kane’s Validity Framework. They evaluated four competency-aligned admissions assessments: grade point average, the Medical College Admission Test, the Casper situational judgment test and a locally administered multiple mini-interview. The outcomes were academic, service and clinical awards conferred during medical school training.

Stepwise binomial logistic regression models assessed each admissions assessment independently in relation to award attainment. Chi-square tests and contingency tables were also used to examine concordance between high admissions scores and award receipt. The available abstract did not specify the thresholds used to define high scores or provide detailed descriptions of the awards and assessments.

MCAT scores were significantly associated with model improvement for academic awards, with an odds ratio of 1.43 (95% confidence interval, 1.13–1.80; p<0.001). Casper and multiple mini-interview scores were each significantly associated with model improvement for service awards: the respective odds ratios were 1.24 (95% CI, 1.00–1.55; p=0.010) and 1.39 (95% CI, 1.13–1.71; p=0.002). Casper scores were also significantly associated with model improvement for clinical awards, with an odds ratio of 1.46 (95% CI, 1.11–1.92; p<0.003).

Other evaluated metrics were not significant, according to the abstract, which did not report their effect estimates. The authors characterized the findings as context-specific validity evidence relevant to Kane’s extrapolation inference and suggested that the results offer context for considering outcome measures beyond traditional academic performance. The retrospective design, single-medical-school population and focus on institutionally recognized awards limit generalizability.

The supplied evidence is an abstract from an early-access version of the article that remains subject to further edits, so fuller methodological details cannot be evaluated from the available material alone.

Subject of Research: Validity evidence for four admissions assessments in predicting institutionally recognized medical school awards

Article Title: Do competency-aligned admissions assessments predict medical school awards? A validity argument using Kane’s framework

Article References: Juster, F. R., Petersen, K. H., MacIntosh, A., Iqbal, M. Z., & Dore, K. L. (2026). Do competency-aligned admissions assessments predict medical school awards? A validity argument using Kane’s framework. BMC Medical Education. https://doi.org/10.1186/s12909-026-10421-5

Image Credits: AI Generated

DOI: 10.1186/s12909-026-10421-5

Keywords: medical school admissions, admissions assessment validity, MCAT scores, Casper situational judgment test, multiple mini-interview, medical school awards, academic awards, service awards, clinical awards, Kane Validity Framework, retrospective cohort study, competency-aligned