September 2013 ■ Journal of Dental Education 1159 Validity of the UKCAT in Applicant Selection and Predicting Exam Performance in UK Dental Students Rizwana Lala, M.D.P.H.; Duncan Wood, Ph.D.; Sarah Baker, Ph.D. Abstract: The United Kingdom’s Clinical Aptitude Test (UKCAT) aims to assess candidates’ “natural talent” for dentistry. The aim of this study was to determine the validity of the UKCAT for dental school applicant selection. The relationship of the UK- CAT with demographic and academic variables was examined, assessing if the likelihood of being offered a place at a UK dental school was predicted by demographic factors and academic selection tools (predicted grades and existing school results). Finally, the validity of these selection tools in predicting irst-year dental exam performance was assessed. Correlational and regression analyses showed that females and poorer students were more likely to have lower UKCAT scores. Gender and social class did not, however, predict irst-year dental exam performance. UKCAT scores predicted the likelihood of the candidate being offered a place in the dental course; however, they did not predict exam performance during the irst year of the course. Indeed, the only predictor of dental exam performance was existing school results. These indings argue against the use of the UKCAT as the sole determinant in dental applicant selection, instead highlighting the value of using existing school results. Ms. Lala is Clinical Lecturer, Unit of Dental Public Health, University of Shefield, United Kingdom; Dr. Wood is Senior University Teacher, Academic Unit of Restorative Dentistry, University of Shefield, United Kingdom; and Dr. Baker is Reader, Unit of Dental Public Health, University of Shefield, United Kingdom. Direct correspondence and requests for reprints to Ms. Rizwana Lala, School of Clinical Dentistry, University of Shefield, 19 Claremont Crescent, Shefield, S10 2TA, United Kingdom; rizwanalala@gmail.com. Keywords: admissions test, aptitude test, applicant selection, UKCAT, exam performance, dental school admissions, United Kingdom Submitted for publication 3/2/12; accepted 8/6/12 T he United Kingdom’s Clinical Aptitude Test (UKCAT) was introduced in 2006 by the University Consortium Ltd., an organization consisting of twenty-six medical and dental schools in the United Kingdom. Currently, applicants to study medicine or dentistry in any university member of this consortium are required to take the test unless they are residing in a country where there is no test center; an application without UKCAT results is rejected. 1 The test is taken over one and a half hours and is comprised of four individually timed sub-tests: Quantitative Reasoning (QR), Decision Analysis (DA), Verbal Reasoning (VR), and Abstract Reason- ing (AR). QR assesses the ability to solve numerical problems; DA assesses the ability to deal with various forms of information and infer relationships; VR tests the ability to read and think logically about written passages; and AR aims to test convergent and diver- gent thinking along with critical evaluation skills. 2-4 Taking the UKCAT costs between £65 and £100. 5 This cost is borne directly by the student, although bursaries are available for some students who meet relevant need-based criteria. 6 The rationale behind the introduction of the UKCAT was that it would widen university participa- tion, alleviate concerns raised with using predicted school grades for applicant selection such as bias, unreliability, and grade inlation, and help select students who would make the best future clinicians. 1,7 Students from poorer backgrounds are underrepre- sented in higher education, including dentistry. 8-10 Half of the population in England is in lower socio- economic groups, 11 but in 2008 only 18 percent of successful applicants to dental schools were from the lower social classes. 9 The UK government has reduced the central teaching grant to universities by £940 million, leading to an increase in tuition fees. Dental schools may charge up to £9000 per year, rais- ing further concerns about access to courses for these underrepresented groups. 12 Widening participation is therefore a highly topical issue. 8,13,14 Universities have aimed to broaden participa- tion by increasing the intake of students from lower socioeconomic groups and ethnic minorities through widening participation schemes. Such schemes are designed to assist students identiied through objec- tive markers of deprivation such as address or pa-