Aim. Assessment of the impact of admission criteria and students' educational achievements in basic sciences on learning outcomes with regard to specialised care among Midwifery students. Material and methods. Admission data and learning outcomes of 622 Midwifery students who graduated from a full-time Bachelor's degree programme between 2007-08 and 2014-15. Mean age of 19.5 ± 1.86 years; 92% of the study participants passed a “new matura exam”; 33% of all students graduated from a secondary school in Warsaw. Statistical methods: multiple stepwise regression model and analysis of covariance. Calculated in STATISTICA version 12.5; assumed alpha of 0.05. Results. The best-fitted regression model considered five independent variables (F = 60.846; P < 0.001; R2adjusted = 0.351). None of the socio-demographic factors was included in the regression model. Rank scores calculated during the admission process for the additional subject (βstand. = 0.298) was the strongest predictor of students' achievements regarding specialised care, followed by exam scores for the "Anatomy" (βstand. = 0.253) and "Parasitology" (βstand. = 0.214) courses. Analysis of covariance demonstrated a lack of significant differences in mean scores regarding specialised care between students who had passed biology in the matura exam and those who had chosen another additional subject (F = 0.005; P = 0.942). Conclusions. Good preparation of students in basic sciences is crucial for their future educational achievements as far as courses associated with specialised care are concerned. Caring about high quality of teaching midwives in the area of biological sciences is essential for providing efficient professional education in this major.

Key words: biological science disciplines, obstetrics, educational measurement, clinical competence.