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The purpose of this study was twofold: first, to assess the relationships between knowledge-based admission requirements and pre-clinical and clinical performance in a distributed model of veterinary education that uses problem-based learning as the main instruction method in the first two years of the curriculum; second, to compare pre-clinical and clinical performance with performance on the Program for the Assessment of Veterinary Education Equivalence (PAVE) exam. Admissions data including overall GPA, prerequisite GPA, Graduate Record Examination (GRE) score on the Analytical, Analytical Writing, Quantitative, and Verbal sections), veterinary school performance data (GPA for pre-clinical and clinical years), and performance PAVE (taken at the end of second year) were analyzed for two classes (N=155, 85.8% women and 14.2% men). Overall GPA, prerequisite GPA, and GRE Quantitative and Analytical scores were the best predictors for pre-clinical (years 1 and 2) performance (R=0.49, 23.5% of the variance), GRE Analytical score was the best predictor for year 3 (pre-clinical and clinical) performance (R=0.25, 6.3% of the variance), GRE Quantitative score was the best predictor for PAVE performance (R=0.27, 7.5% of the variance), and GRE Analytical score was the best predictor for clinical performance (year 4; R=0.21, 4.4% of the variance). PAVE scores correlated with GRE Quantitative scores (r=0.27, p&lt;.01) and veterinary school performance, with higher correlations in the pre-clinical years (rs=0.67–0 .36, p&lt;.01), providing evidence of convergent validity for the PAVE exam.

Relationships between Admissions Requirements and Pre-clinical and Clinical Performance in a Distributed Veterinary Curriculum