Preadmission Predictors of Learner Success in a Baccalaureate Respiratory Care Program

Background: The primary objective of this study was to identify which preadmission academic factors and characteristics best predict and differentiate successful learner outcomes within a baccalaureate respiratory care program. Methods: De-identified Florida A&M University (FAMU) cardiopulmonary science (CPS) learners’ success metrics such as overall GPA, science GPA, course grades, and transfer status were analyzed utilizing descriptive statistics and binary logistic regression analysis to determine which preadmission factors best predict learner success in a respiratory care program. Our definition of learner success is successful passing all CPS pre and professional curriculum courses on the first attempt with a grade of C or above, completing the program on time, and passing the Therapist Multiple-Choice (TMC) Examination and Clinical Simulation Examination (CSE), administered through the National Board for Respiratory Care (NBRC) on the first attempt. Results: Binomial logistic regression revealed that a higher preadmission sciences GPA (OR 6.39, P-value = .005) was a significant and strong positive predictor for learner success in a respiratory care program. In contrast, completing any transfer credit math course (OR 0.672, P-value = .50) was not found to be a clinically significant factor. Our study also hypothesized that completing both the physics lecture and lab courses on the first attempt would lead to higher learner success outcomes. However, this hypothesized relationship did not materialize in the data (OR 3.867, P-value = .08), indicating the lack of a statistically significant association between passing physics on the first try and improved learner success in the respiratory care program. Conclusions: This study identified that a higher preadmission sciences GPA was a significant and strong positive predictor of learner success in a baccalaureate respiratory care program (OR 6.39, P = .005). This finding suggests that a student’s prior academic performance in science-related coursework is a key factor in determining their likelihood of thriving and achieving positive outcomes within the respiratory care curriculum. We will use the information obtained to refine our admission process and possibly prerequisite course criteria moving forward.