Document Type
Conference Paper
Publication Date
2026
Abstract
Undergraduate students in allied health professions face substantial academic, clinical, and personal demands that may affect academic performance and attainment of professional goals. Noncognitive factors such as stress, coping, and burnout have been identified as important contributors to academic outcomes in health professions education; however, empirical work examining these variables has yielded conflicting results. To identify potential student supports specific to undergraduate students within a land grant, rural serving institution in Appalachia, we conducted a survey to ask how personal factors such as burnout, stress, depression, and coping skills would predict academic success. A sample of 19 students complete a pilot online survey in which they provided demographic and program-related information and completed two validated measures (Depression, Anxiety and Stress Scale–21 or DASS-21 and the Oldenburg Burnout Inventory or OLBI). The survey also included two open-ended questions regarding additional stressors and awareness or use of resources to promote wellbeing.
Ten of the 19 students (53%) described stressors related to work, finances, personal relationships, and major life events; however, only seven students (37%) responded that they were aware of sources to promote wellbeing, and only four (21%) indicated they had taken advantage of the resources personally. Additional analysis is currently underway to assess feasibility, clarity of survey items, and preliminary response patterns. Results will be used to refine survey content and administration procedures prior to broader distribution. Findings from the full study are expected to contribute to the scholarship of teaching and learning by identifying modifiable noncognitive predictors of academic stress and burnout. Results will support data-informed efforts to enhance student wellbeing, learning environments, and professional competence across undergraduate allied health programs.
Recommended Citation
Pershina, K., Mehall, M. & Hollo, A. (2026). Noncognitive Predictors of Academic Performance in Undergraduate Allied Health Professionals Students. In Proceedings of the 2026 Scholarly Teaching Conference at West Virginia University (pp. 1-4).