Forecasting the Future: The Relationship Between Pre-matriculant Casper Scores and Student Professionalism Infractions During Physician Assistant School

Introduction Tools for assessing noncognitive attributes like professionalism have been added into physician assistant/associate (PA) programs admission practices. Situational judgment tests (SJTs) like Casper are gradually being adopted into holistic processes to meet this need. The study explores whether a relationship exists between a student's Casper z score and receipt of a professionalism infraction during PA school. Methods This quantitative study used a cross-sectional, nonexperimental design. Purposive sampling of 3 cohorts of PA students (N = 131) who completed the curriculum were included. The Pearson chi-square and Fisher exact test were used for assessing aggregate data. Statistical significance was predetermined at P < .05. Results Chi-square testing showed a statistically significant difference between the observed and expected variables (Χ 2 (1, N = 131) = 7.230, P = .007). The Fisher exact test showed a statistically significant association between the variables P = .016 with the results unlikely because of chance. Thus, there is a statistically significant relationship between a negative Casper z score and receipt of a professionalism infraction and a positive Casper z score and not receiving a professionalism infraction. Discussion Situational judgment tests like Casper can serve as a data point in holistic admission processes to prepare faculty for students who may need additional support in meeting professionalism competence. Personal biases and program expectations around professionalism standards must be acknowledged when assessing prospective and current students. Additional research is needed on SJTs and admission processes, student promotion practices, and implications for future clinical practice.