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Systematic review of noncognitive factors influence on health professions students’ academic performance

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Abstract

Increased importance has been placed on noncognitive skills in professional development and by accrediting bodies of health professions programs in recent years. Therefore, the purpose of this study was to conduct a comprehensive systematic review of evidence examining effects of academic resilience, grit, perceived stress, locus of control, and Big Five Personality Traits on academic performance of health professions students. A literature search of peer-reviewed, English-language articles describing select noncognitive factors was performed using seven databases. Searches were performed from the earliest index date through May 2020. The following data from included studies were extracted and summarized: research design hierarchy, hierarchy of study outcomes (modified from Kirkpatrick), association between noncognitive factors and academic outcomes, and quality assessment criteria. 149 articles met inclusion criteria. Almost 80% of studies were Level III (observational). Medical students were the most frequently studied population (n = 73 articles). The most studied academic outcome was grade point average (n = 61). Perceived stress and Big Five Personality Traits accounted for greater than 50% of studies. Most studies were rated as fair to good quality. Associations between noncognitive factors and academic outcomes were largely inconsistent, although greater perceived stress was generally associated with poorer academic performance outcomes, while higher conscientiousness, academic resilience, and grit were generally associated with better outcomes. This systematic review represents a large body of evidence concerning select noncognitive factors and their association with academic performance of health professions students. Support services addressing noncognitive factors should be deliberated and tailored for specific health professions education programs and student populations.

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The dataset used during the current study is included within the manuscript and its additional files.

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Authors and Affiliations

  1. University of Tennessee Health Science Center College of Pharmacy, 881 Madison Ave., Suite 264, Memphis, TN, 38163, USA

    Marie A. Chisholm-Burns

  2. University of South Dakota School of Health Sciences, 414 E. Clark Street, SCSC A383, Vermillion, SD, 57069, USA

    Patti Berg-Poppe

  3. Department of Clinical Pharmacy and Translational Science, University of Tennessee Health Science Center College of Pharmacy, 881 Madison Ave., Suite 258, Memphis, TN, 38163, USA

    Christina A. Spivey

  4. Department of Physical Therapy, University of South Dakota School of Health Sciences, 414 E. Clark Street, SCSC A830, Vermillion, SD, 57069, USA

    Joy Karges-Brown

  5. Department of Nursing, University of South Dakota School of Health Sciences, 414 E. Clark Street, Lee Medicine and Science Hall 303, Vermillion, SD, 57069, USA

    Anne Pithan

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MCB participated in study design; data collection, analysis and interpretation; and manuscript preparation and revision. PBP participated in study design; data interpretation; and manuscript preparation and revision. CS participated in study design; data collection, analysis and interpretation; and manuscript preparation and revision. JKB participated in study design; data interpretation; and manuscript preparation and revision. AP participated in study design; data interpretation; and manuscript preparation and revision. All authors read and approved the final manuscript.

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Appendices

Appendix 1

See Table 4.

Table 4 Keywords searcheda and additional database-specific parameters applied in literature search
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Appendix 2

See Table 5.

Table 5 Description of 149 included studies (health professions student population, study design, study country, noncognitive factor, and outcomes and results)
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Appendix 3

See Table 6.

Table 6 Quality assessment of included randomized controlled trial,a Level I study (n = 1)
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Appendix 4

See Table 7.

Table 7 Quality assessment of cohort and included observationala studiesb, Level II-2 and Level III studies (n = 139)
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Appendix 5

See Table 8.

Table 8 Quality assessment of included pre–post and before–after studiesa, Level II-3 studies (n = 9)
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Appendix 6

See Table 9.

Table 9 Hierarchy of study outcomes (Dirksen, 2016)
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Appendix 7

See Table 10.

Table 10 Summary of academic outcomes examined in association with noncognitive factors in included studies (n = 149)
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Chisholm-Burns, M.A., Berg-Poppe, P., Spivey, C.A. et al. Systematic review of noncognitive factors influence on health professions students’ academic performance. Adv in Health Sci Educ 26, 1373–1445 (2021). https://doi.org/10.1007/s10459-021-10042-1

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