title: Analysis of reliability of professor recommendation letters based on concordance with self-introduction letter.
abstract: OBJECTIVE
  The purpose of this study was to examine the concordance between a checklist's categories of professor recommendation letters and characteristics of the self-introduction letter.
  
  
  METHODS
  Checklists of professor recommendation letters were analyzed and classified into cognitive, social, and affective domains. Simple correlation was performed to determine whether the characteristics of the checklists were concordant with those of the self-introduction letter. The difference in ratings of the checklists by pass or fail grades was analyzed by independent sample t-test. Logistic regression analysis was performed to determine whether a pass or fail grade was influenced by ratings on the checklists.
  
  
  RESULTS
  The Cronbach alpha value of the checklists was 0.854. Initiative, as an affective domain, in the professor's recommendation letter was highly ranked among the six checklist categories. Self-directed learning in the self-introduction letter was influenced by a pass or fail grade by logistic regression analysis (p<0.05). Successful applicants received higher ratings than those who failed in every checklist category, particularly in problem-solving ability, communication skills, initiative, and morality (p<0.05).
  
  
  CONCLUSIONS
  There was a strong correlation between cognitive and affective characteristics in the professor recommendation letters and the sum of all characteristics in the self-introduction letter.
authors: Department of Microbiology, Kangwon National University School of Medicine, Chuncheon, Korea.
authors: Sang Hyun
authors: SH
authors: Kim
keywords: Concordance; Professor recommendation letter; Reliability