Exploring the possibility of predicting success potential in a medical technology curriculum: A causal modeling approach.

摘要

The purpose of this study was to develop an empirical model demonstrating the relationships among selected variables that could affect student scores on the National Medical Technology Certification Examination. Medical technology students in the U.S. who had been certified to take the August 1992 National Medical Technology Certification Examination comprised the sample. Of the 263 responses received, 255 were fully usable. Data were collected using a researcher-developed Demographic Data Form, the Group Embedded Figures Test instrument, and the Total and Subtests Scores from the August 1992 National Medical Technology Certification Examination. The data were statistically analyzed utilizing linear structural relationships, polychoric and polyserial correlations, and structural equation models. SPSS-X and LISREL, a subprogram in SPSS-X, were the statistical procedures of choice for performing the data analysis.;A theoretical model was developed for relationships of the selected manifest variables--Sex, Age, GEFT Score, Race, and Parents' Education Level--on their corresponding latent exogenous variables, Learning Styles and Achievement; and other selected manifest variables, the National Medical Technology Certification Examination Scores--Microbiology, Hematology, Chemistry, Immunology, Blood Bank, and Body Fluids, on their corresponding latent endogenous variables. Vectors representative of the theorized effects of the variables were entered into the model and were coded according to LISREL specifications.;Results indicated the theoretical model was supported by the observed data as evidenced by a Chi-square (55 df) of 57.12 (p =.396); a Goodness of Fit Index of 0.967; and a Root Mean Squares Residual of 0.037. The major relationships are described as conclusions. The result of primary interest with respect to educational policy was that one unit increase in GPA corresponds to an associated change of.709 unit in Learning Styles--a change that translates into increases in National Medical Technology Certification Examination subscores.