Predictors of academic success among undergraduate medical programs: The roles of divergent and convergent thinking

Abstract

Over the past two decades, researchers in the medical field have attempted to predict academic success in undergraduate medical programs. Existing literature indicates that factors such as metacognitive awareness, motivation, and emotional intelligence predict academic success among Doctor of Medicine (MD) students. However, the impact of divergent thinking (DT) and convergent thinking (CT) on MD students’ academic success remains uncertain. Moreover, most definitions and theories of giftedness focus on K-12 education, leaving a knowledge gap regarding gifted post-secondary learners, particularly in specialized fields like medicine. The present study aimed to bridge this gap by investigating the role of DT and CT in predicting academic success among 84 gifted post-secondary MD learners. Three assessments were administered: (a) Raven's Advanced Progressive Matrices Test, (b) the Watson-Glaser Critical Thinking Appraisal (WG-III), and (c) the Alternative Uses Test. Cluster analysis revealed a distinct three-cluster solution. Correlational and multiple regression analyses showed that the originality dimension of DT and the Drawing Conclusions and Recognizing Assumptions subscales of the WG-III were significantly associated with and predictive of the academic success of gifted undergraduate MD students. Notably, IQ was not significantly correlated with students’ grade point average. Recommendations for future research are also discussed.

Keywords

• Post-secondary
• High ability college students
• Divergent thinking
• Convergent thinking
• Gifted education