Abstract
The relationship of students' performance on the Developing Cognitive Abilities Test (DCAT), a test of scholastic aptitude, and their subsequent performance on the Medical College Admission Test (MCAT) were examined for 122 nontraditional premedical students who participated in a medical educational preparatory program. A stepwise multiple regression analysis produced moderate, though significant multiple correlations among subscores on the two tests. While there were a few exceptions, for the most part all of the subscores on the Developing Cognitive Abilities Test made a significant contribution to the regression equation in the prediction of scores on MCAT subtests. Implications for the value of the Developing Cognitive Abilities Test as an admissions tool as well as providing direction for possible intervention are discussed.
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