Predictive validity of the EXANI-II standardized undergraduate admission exam regarding the academic performance and graduation level of medical students.

Abstract

It is common for institutions to administer standardized exams to students to assess their knowledge at the beginning and end of their undergraduate studies. The objective of this study was to determine the association between the results of the EXANI II entrance exam, academic performance, and the EGEL exit exam in a cohort of 269 medical students. A descriptive, non-experimental, quantitative approach was used. Students with higher scores on the EXANI II and those with higher academic performance were more likely to achieve better results on the EGEL. Academic performance showed greater predictive power than the EXANI II regarding the EGEL score.