LAUSR

Abstract Admission criteria for osteopathic programmes often include sciences, but research into the value of pre-entry science as a predictor of success in osteopathic education is limited. Furthermore, the literature suggests that the relationship between pre-admission science qualifications and success in studying other healthcare disciplines is unclear. This mixed methods study explored the relationship between pre-admission academic qualifications and subsequent performance in an osteopathic education programme in New Zealand. Previous study of Biology conferred a moderate advantage in terms of success in the first semester, but there was no significant correlation at the end of the first year. Other sciences did not appear to confer a benefit on performance in the programme. Participants' experiences supported this finding. Confidence in at least one aspect of their studies was identified by participants as being important: this confidence could stem from prior science studies, transferable skills from other studies, or more abstract factors such as interpersonal skills. The authors present a model, hypothesising that personal qualities can act as mediators of success within the programme. Caution should be applied in relying too heavily on preadmission sciences and consideration of other factors may help to broaden participation in osteopathic education.