Predictive values of medical students’ performance by non- cognitive traits assessment criteria and methods: A systematic review and metha-analysis

Abstract

Introduction: Non-cognitive traits are increasingly recognized as pivotal determinants of academic success and lifelong achievements. Despite their acknowledged significance, the precise role of non-cognitive traits in predicting the performance of medical students remains ambiguous. This systematic review aims to identify the non-cognitive traits pertinent to the admission process of medical students and to ascertain their predictive value in assessing students' performance. Materials and Methods: A comprehensive search strategy was devised utilizing a combination of controlled vocabulary, free text keywords, and their synonyms, employing the Participant, Concept, Context, Outcome (PCCO) framework. Databases including MEDLINE, PubMed, EMBASE, ERIC, Cochrane Library, CINAHL, and Psychology Database were queried, with additional searches conducted in SID, IranDoc, and Magiran for Persian articles. Furthermore, grey literature sources such as registered trials, theses, ProQuest, prominent journals, and unpublished data were also scrutinized. Screening and evaluation of identified studies were conducted independently by two reviewers, with discrepancies resolved through discussion or by a third reviewer. The quality of evidence was assessed utilizing the BEME quality framework. Article selection process was delineated following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) flowchart, with meta-analysis conducted where feasible. Results: Of 180 initially retrieved articles, 21 were included in this review. A narrative synthesis elucidating the role of non-cognitive traits in predicting students' performance was provided. Findings were categorized based on academic year and field of study. Meta-analyses employing random-effect models demonstrated significant effects for Narcissism, Aloofness, Confidence, Empathy, Neuroticism, and Extraversion. Conversely, the effects estimated for Openness, Agreeableness, and Conscientiousness were found to be non-significant. Conclusion: The results of this review underscore the positive impact of Narcissism, Aloofness, Confidence, Empathy, Neuroticism, and Extraversion on the academic performance of medical students. Insight into moderating variables gleaned from this review can aid education administrators in selecting and nurturing individuals best suited for medical training.