Academic Performance, Admission Pathways, and Educational Disruption as Predictors of Professional Licensure Success: Evidence from Physical Therapy Education

Information from the abstract

This study investigated academic and environmental predictors of national licensing examination success among physical therapy graduates in Thailand, examining overall academic achievement, domain-specific competencies (Code 01: Law/Ethics/Administration; Code 02: Techniques; Code 03: Clinical), admission pathway, and COVID-19-related online-learning disruption. This retrospective cohort study analyzed 342 graduates (2020–2023) using multivariable logistic regression and Pearson correlation, with GPA-based predictors rescaled per 0.1-point increase. Undergraduate GPAX and Code 02/03 grades were the strongest positive predictors of both first-attempt and annual licensing success (adjusted OR range 1.35–1.74, all p < 0.001). Online-learning duration reduced first-attempt odds by 24% (OR = 0.757, p = 0.036) but did not affect annual success, while TCAS admission round was a significant negative predictor of first-attempt success only in the model excluding domain-specific scores (OR = 0.671, p = 0.011); Code 01 score was not significant in any model. These findings indicate that domain-specific academic performance, rather than general achievement or admission pathway, was the strongest predictor of licensing success, underscoring the value of early monitoring of coursework performance for identifying at-risk students.

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Related topics: Medical Education and Admissions · Diversity and Career in Medicine · Occupational and Professional Licensing Regulation