This study determined the relationship between the academic performance and nursing licensure examination of graduates of a city-subsidized university and the nursing professional subjects that best predict the outcome of the nursing licensure examination. The study used a descriptive-correlation design. Academic records of two batches in 2012 and 2013 were used. Independent variables included the nursing professional subjects and the dependent variables were the subtests in the licensure examination. Means, standard deviations, Pearson r correlation, and Multiple Regression Analysis were used for the quantitative data. Findings reveal that graduates were average performers in their academics. This was inversely correlated with the nursing licensure examination. This still suggests direct relationship since the grading system in the university ranged from 1.0 to 5.0 where 1.0 is excellent. Critical Appraisal II, Nursing Care Management 104, and Nursing Care Management 106 were significant predictors of performance in the licensure examination.
Academic Performance

The application of distance learning in medical education has been a continuous challenge to approximate face-to-face clinical skill teaching. Nonetheless, online education has proven to be effective in addressing student satisfaction, engagement, motivation and excellent academic performance. How eLearning evolved in a medical setting through the years and the evolution of state-of-the-art teaching resources will be discussed accordingly.
Education, Distance ; Academic Performance

Background: Speech pathology (SP) students report great difficulty as they experience academic and mental health concerns while completing their programs. Even with increased global attention on non-cognitive factors influencing academic performance, no study focusing on Filipino SP students has been done. Objectives: This study aimed to (1) explore the relationships among mindfulness, growth mindset, academic intrinsic motivation, and academic performance, and (2) investigate the influence of mindfulness, mindset, and motivation levels on academic performance. Methodology: SP undergraduate students from a university in Manila (n=89) responded to an online survey measuring the three variables. Grades were extracted and analyzed alongside survey scores. Correlation and multiple linear regression analysis were performed. Results: Higher mindfulness level was significantly related to better academic performance (rs(89) = -.235, p<.05). Correlation analysis further revealed a significant association between mindfulness and growth mindset (rs(89) = .390, p<.01); mindfulness and academic intrinsic motivation (rs(89) = .504, p<.01); and growth mindset and academic intrinsic motivation (rs(89) = .409, p<.01). No significant relationship was found between grades and growth mindset or motivation levels. Furthermore, regression analysis revealed that mindfulness, mindset, and motivation levels do not significantly predict grades (F(3,85)=.461, p=.710, R2=.016). Conclusion This study provides scientific findings to help educators develop a better understanding of Filipino health professions education student characteristics. Evidence on the significance of mindfulness in student performance is presented. It also provides new knowledge regarding the association between the constructs of mindfulness, growth mindset, and intrinsic motivation in this specific population.
Mindfulness ; Motivation ; Academic Performance

Background: Despite the rigorous and extremely competitive selection process of medical students at the University of the Philippines College of Medicine (UPCM), a few still performed poorly in academics that resulted in delayed graduation or failure to graduate at all. Methodology: Factors potentially associated with delayed graduation and failure to graduate among UPCM medical students were analyzed using univariate and multivariable logistic regression with their demographic and pre-admission academic profiles, namely, Pre-medical General Weighted Average Grade (PGWAG), National Medical Admission Test Scores (NMATs), interview scores, pre-med courses, the school graduated from, and admissions categories as predictors. Objective: The objective of this study was to identify the factors that predict the likelihood of not graduating and delayed graduation among the medical students of 24 classes of the UPCM. Results: The odds of delayed graduation and failure to graduate were increased by lower PMGWAG, NMAT score, interview score, admission through the special categories, being a non-UP graduate, and with BS Psychology as pre-med course. Conclusion The predictors of poor academic performance based on delayed graduation and failure to graduate were the PMGWAG, NMAT, interview scores, admissions category, pre-med course, and the school graduated from. It is recommended that the minimum admissions requirements for PMGWAG be increased particularly among the candidates in the special categories. The selection process in the special categories must put some bearing on the PMGWAGs and NMATs of their applicants.
Education, Medical ; Academic Performance

Background: The country's health system is confronted with the potential threats of mass overseas migration and non-equitable distribution of health professionals including physicians. The UP College of Medicine (UPCM), despite being subsidized by the state, has its own share of this problem regarding its graduates. Objectives: The objectives of this study were to look into the geographic distribution of practices among the alumni of UPCM and to identify the predictors of abroad-based practice. The period involved was entirely covered by the Regionalization Program (RP) and partially by the Return Service Obligation Program (RSOP). Methodology: The geographic practice base among the UPCM graduates was determined and correlated through logistic regression with their pre-admission academic profile, namely Pre-Med General Weighted Average Grades (PGWAGs), National Medical Admissions Tests (NMATs), interview scores, entry rank, premed courses, admissions categories, Medicine General Weighted Average Grades (MGWAG), class rank, and board rating. Results: Majority (51.3%) of the UPCM graduates practiced at the National Capital Region (NCR), around a quarter (26.1%) practiced in the province, and approximately one out of ten (11.4%) was based overseas. Associated with higher odds of practicing abroad were those with higher board rating, entry rank, NMAT, %MGWAG, %PMGWAG, class rank, and those admitted through the UP Medical Alumni Association in America (UPMASA) category. Other special categories such as high interview scores and BS Psychology graduates in pre-med lowered the chances of overseas migration and practice. Conclusion and Recommendation UPCM graduates with superb academic performance both in their premed course and in medicine would most likely establish their geographic practice abroad. In order to minimize the brain drain and overseas migration of UPCM graduates, the admissions policy must be revised towards shifting the focus from purely academic criteria to the non-academic attributes of the applicants.
Education, Medical ; Academic Performance

Background: Among the different criteria, the General Weighted Average Grade (PMGWAG) holds the biggest bearing on admission for the UP College of Medicine. However, GWAs are not comparable across different courses, different batches, different UP units and different schools. An Adjustment Factor is necessary to make PMGWAGs comparable and to level the playing field. Objectives: This study covering a 24-year period aimed to compare various proposed Admission Adjusted Factors of %PMGWAG (Pre-Med GWAG) in terms of Pearson's Correlation, Linear Regression Models and Mean Differences with %MGWAG (Medical GWAG), Class Rank and Board Rating as Outcome variables. Methodology: Various proposed Adjustment Factors were applied to %PMGWAG of medical students from Class 1990 to Class 2014 and Pearson's Correlation, Linear Regression Models and Mean Differences with %MGWAG, Class Rank and Board Rating were derived and analyzed. Results: Adjustment Factor A3 as applied to %PMGWAG correlates best with Board Rating and Class Rank while Adjustment Factor A6 with %MGWAG. On Linear Regression, A3 likewise bested other Adjustment Factors in predicting %MGWAG and %Board Rating while A6 on predicting Class Ranking. Among the various adjustments, A3 exerted the most impact on the outcome variables, based on mean differences. Conclusion The A3 Adjustment Factor is the preferred and most ideal among the various proposed adjustment factors. Its application on %PMGWAG, correlated best with, most predictive of and most influential to %MGWAG, Board Rating and Class Rating.
Education, Medical ; Academic Performance

OBJECTIVES: This study was conducted to examine the validity of the National Medical Admissions Test (NMAT) score, Pre-Medicine general weighted average grade (Pre-Med GWAG) in predicting the academic performance in medical school, as measured by the medical school general weighted average grade (Med GWAG) and Physician Licensure Examination (PLE). It also aimed to study which among the NMAT, pre-medicine GWAG and MedGWAG best correlates with PLE.

METHODS: Records of graduates of th UPCM from 2004 to 2009 were retrieved and data regardin the following entry characteristics were collected: National Medical Admissions Test (NMAT) scores, pre-Medicine general weighted average grade (MedGWAG). Average and individual subject scores in the PLE were retrieved for this study. Statistical analysis using the Pearson correlation analysis was performed using STATA.

RESULTS: The NMAT, MedGWAG and PLE scores of the direct and lateral entrants were not significantly different from each other. There was weak correlation between NMAT and Pre-Med GWAG and weak to moderate correlation between NMAT and Med GWAG. Except for the 2009 graduates where no correlation between NMAT and PLE scores was noted for 2004-2008 graduates. There was moderate to strong correlation between Pre-Med GWAG and Med GWAG and weak correlation between Pre-Med GWAG and PLE scores. There was strong correlation between Med GWAG and PLE scores.

CONCLUSIONS: Pre-Med GWAG had higher correlations to Med GWAG than NMAT scores. In Terms of PLE scores, the Medicine GWAG showed the highest correlation followed by Pre-Med GWAG, then NMAT scores.

The practice of safe and effective nursing care is what a Bachelor of Science in Nursing graduate can provide based on the established competencies of the curriculum. However, they need to be on the list of registered nurses before entry into practice. This study analyzed the academic and licensure examination performances of Bachelor of Science in Nursing graduates in a state college to ascertain relationships and predictors of the licensure examination as the basis for future planning. Descriptive-retrospective design was utilized where 208 graduates who took their licensure examination from 2013 to 2017 were conveniently chosen. Statistical Package for Social Sciences Version 22.0 was used where Pearson product-moment correlation coefficient and Simple Regression Analysis were employed. The academic and nurse licensure performances of graduates were found lower than the ideal and are opposite in terms of skewness and kurtosis. Moreover, a strong positive relationship was noted between the graduates' performances in their academics and licensure examinations. 5 from 21 nursing courses are significant predictors with strong unique contributions to the nurse licensure examination at which 2 from the 5 were found common in all parts of the examination. Thus, it is vital to always look into predictors as basis in the modification of institutional policy on curriculum implementation.
Humans ; Philippines ; Licensure, Nursing ; Academic Performance

Background and Significance: Sleep is a vital facet of human existence that is vital to learning and memory; lack of sleep is associated with significant impairment in learning. Medical students are a special population because of the demands of medical school. They are very prone to sleep deprivation and poor quality of sleep, hence academic performance might be affected. Objectives: We determined the different sleeping habits of medical students using a descriptive tool, with variables chosen specifically for this study. The level of sleepiness was then correlated with the academic performance (using the general weighted average) among students in a state university run-medical school in the Philippines. Methods: The study is a prospective cross-sectional survey among medical students in a state university-run medical school enrolled for the academic year 2016-2017. The questionnaires used were the Epworth Sleepiness Score and specific questions about sleeping habits. The General Weighted Average (GWA) of those who participated were obtained from the student records section of the college. Descriptive statistics were used to describe the results on different sleeping habits, while the chi-squared test was used to determine any significant differences in the GWA versus level of sleepiness across all year levels. Results: A total of 426 medical students (or 60% of the total student population of the college) participated. However, of the 426, only 326 had complete GWAs and were therefore included in the final analysis for correlation. The average medical student is “sleep-deprived”, sleeping two hours less (six hours) than the recommended daily minimum duration of sleep (eight to 10 hours). For the correlation of sleepiness and academic performance, we found out that there is no significant difference in academic performance among those who are excessively sleepy (ESS greater than 10) versus those who are not, p-value = 0.892. Conclusion Increased level of sleepiness does not correlate with poorer academic performance among these medical students, despite them sleeping less than the general recommendation for adults. The study is limited however by the use of the GWA as the sole tool to measure academic performance, which is affected by many other factors. We recommend the performance of this study in a broader population and use more validated tools to measure sleepiness and academic performance.
Sleep ; Sleepiness ; Academic Performance ; Students, Medical

Background: The criteria for admission at the University of the Philippine College of Medicine (UPCM) are sixty
percent premed general weighted average grade (PMGWAG), thirty percent National Medical Admission Test
(NMAT) scores and ten percent Interview Scores. Through the years, because of the highly competitive nature
of the selection process, the admissions cut-offs in PMGWAG and average NMAT has continuously risen.
Objectives: This study that covered a twenty four year period, aimed to determine the correlation and
predictive value between the admissions criteria (%Pre-med GWAG, NMAT and Interview Score) with
academic performance parameters (%Med GWAG and Class Ranking) and Board Rating.
Methods: The pre-admission and academic records of accepted lateral entrants from Class 1990 to Class 2013
were retrieved, reviewed and analyzed. These included the pre-med GWAG (%PMGWAG), NMAT and
Interview Scores, Med GWAG (%MGWAG), Class Ranking and Board Rating. Pearsons Correlation and Multiple
Linear regression analysis were done.
Results: All criteria (%PMGWAG, NMAT, Interview Score) for admissions were correlated with the academic
performance parameters (%MGWAG, Class Rank) and Board Rating. The strongest correlation was observed in
%PMGWAG with %MGWAG and Class Rank. Interview score correlated weakly with the academic
performance. Strong correlations between %MGWAG, Class Rank and Board Rating were likewise observed.
Rank upon admission also correlated strongly with Class Rank upon graduation. On linear regression analysis,
%PMGWAG and NMAT were more predictive of %MGWAG, Class Rank and Board Rating.
Conclusion: The weight distribution of the different admissions criteria should be adjusted accordingly.
Interview score, a weak predictor of academic performance and a measure of non-cognitive traits, should be
treated separately and independently as an admission criteria.