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The article discusses the Supreme Court's ruling in 2023 that declared the use of race in college admissions unconstitutional. This decision has sparked a backlash against diversity and inclusion efforts in various states. The article highlights the importance of diversity in the healthcare workforce and suggests alternative strategies, such as holistic review and considering "distance traveled," to promote diversity in medical education despite legal constraints. It also emphasizes the need for structural reforms to achieve racial equity and eliminate disparities in opportunity and rewards. In the field of pulmonary, critical care, and sleep medicine (PCCSM), the article emphasizes the limitations of current approaches to achieving diversity and suggests strategies such as early recruitment, promoting diverse leaders, and addressing implicit bias and structural racism. The authors stress the importance of creating a safe and inclusive learning and working environment. [Extracted from the article]

Thinking and reasoning competencies are crucial for the success of future healthcare professionals and are noted as pre-professional competencies for medical school admissions. At Agnes Scott College, our graduate-level Medical Cell Biology class focuses on cellular structure and function in human disease. In this course, students complete assignments meant to foster critical thinking competencies, wherein they analyze primary articles on the cellular pathogenesis of disease and relevant drug therapies. To assess student perspectives on these assignments, we developed a survey to gauge student attitudes toward the effectiveness of these assignments in supporting their learning and preparing them as applicants to various health professions programs. Attitudinal data shows that these assignments have helped students think critically when evaluating scientific literature and bolstered their understanding of cell biology in the progression and treatment of human pathologies, better preparing them for their future careers in the health professions. [ABSTRACT FROM AUTHOR]

The Supreme Court of the United States (SCOTUS) overturned affirmative action in higher education in June 2023, which has significant implications for the diversity of the pulmonary and critical care medicine (PCCM) workforce. This decision goes against previous rulings that allowed consideration of race as a factor in admissions. The history of systemic racism in medical education, including the closure of historically Black medical schools, has already led to a shortage of Black physicians. The recent SCOTUS ruling is likely to exacerbate these disparities. Medical institutions should develop strategies to support and recruit racially underrepresented trainees. [Extracted from the article]

As trainees resist social harm and injustice in medicine, they must navigate the tension between pushing too hard and risking their reputation, or not enough and risking no change at all. We explore the discernment process by examining what trainees attend to moments before and while they are resisting to understand how they manage this tension. We interviewed 18 medical trainees who shared stories of resisting social harm and injustice in their training environments. Interviews were analyzed using open and focused coding using Vinthagen and Johansson's work, which conceptualizes resistance as a dynamic process that includes an individual's subjectivity within a larger system, the context in which they find themselves, and the interactions they have with others. We framed these acts as an individuals' attempt to undermine power, while also being entangled with that power and needing it for their efforts. When deciding on how and whether to resist, trainees underwent a cost-benefit analysis weighing the potential risk against their chances at change. They considered how their acts may influence their relationship with others, whether resisting would damage personal and programmatic reputations, and the embodied and social cues of other stakeholders involved. Trainees undergo a dynamic assessment process in which they analyze large amounts of information to keep themselves safe from potential retaliation. It is by attending to these various factors in their environment that trainees are able to keep their acts professional, and continue to do this challenging work in medical education. [ABSTRACT FROM AUTHOR]

The concepts of metacognitive reflection, reflection, and metacognition are distinct but have undergone shifts in meaning as they migrated into medical education. Conceptual clarity is essential to the construction of the knowledge base of medical education and its educational interventions. We conducted a theoretical integrative review across diverse bodies of literature with the goal of understanding what metacognitive reflection is. We searched PubMed, Embase, CINAHL, PsychInfo, and Web of Science databases, including all peer-reviewed research articles and theoretical papers as well as book chapters that addressed the topic, with no limitations for date, language, or location. A total of 733 articles were identified and 87 were chosen after careful review and application of exclusion criteria. The work of conceptually and empirically delineating metacognitive reflection has begun. Contributions have been made to root metacognitive reflection in the concept of metacognition and moving beyond it to engage in cycles of reflection. Other work has underscored its affective component, transformational nature, and contextual factors. Despite this merging of threads to develop a richer conceptualization, a theory of how metacognitive reflection works is elusive. Debates address whether metacognition drives reflection or vice versa. It has also been suggested that learners evolve along on a continuum from thinking, to task-related reflection, to self-reflection, and finally to metacognitive reflection. Based on prior theory and research, as well as the findings of this review, we propose the following conceptualization: Metacognitive reflection involves heightened internal observation, awareness, monitoring, and regulation of our own knowledge, experiences, and emotions by questioning and examining cognition and emotional processes to continually refine and enhance our perspectives and decisions while thoughtfully accounting for context. We argue that metacognitive reflection brings a shift in perspective and can support valuable reconceptualization for lifelong learning. [ABSTRACT FROM AUTHOR]

Studying texts constitutes a significant part of student learning in health professions education. Key to learning from text is the ability to effectively monitor one's own cognitive performance and take appropriate regulatory steps for improvement. Inferential cues generated during a learning experience typically guide this monitoring process. It has been shown that interventions to assist learners in using comprehension cues improve their monitoring accuracy. One such intervention is having learners to complete a diagram. Little is known, however, about how learners use cues to shape their monitoring judgments. In addition, previous research has not examined the difference in cue use between categories of learners, such as good and poor monitors. This study explored the types and patterns of cues used by participants after being subjected to a diagram completion task prior to their prediction of performance (PoP). Participants' thought processes were studied by means of a think-aloud method during diagram completion and the subsequent PoP. Results suggest that relying on comprehension-specific cues may lead to a better PoP. Poor monitors relied on multiple cue types and failed to use available cues appropriately. They gave more incorrect responses and made commission errors in the diagram, which likely led to their overconfidence. Good monitors, on the other hand, utilized cues that are predictive of learning from the diagram completion task and seemed to have relied on comprehension cues for their PoP. However, they tended to be cautious in their judgement, which probably made them underestimate themselves. These observations contribute to the current understanding of the use and effectiveness of diagram completion as a cue-prompt intervention and provide direction for future research in enhancing monitoring accuracy. [ABSTRACT FROM AUTHOR]

Medical school admissions is a contentious and high stakes selection activity. Many assessment approaches are available to support selection; but how are decisions about building, monitoring, and adapting admissions systems made? What shapes the processes and practices that underpin selection decisions? We explore how these decisions are made across several Canadian medical schools, and how values shape the creation, monitoring, and adaptation of admissions systems. Using phenomenography (a qualitative method suited to examining variability), the authors analyzed interviews with 10 current or previous heads of admissions from 10 different undergraduate medical education programs in Canada. Interviews were conducted in English and French, and data was collected between 2016 and 2017 (therefore participants no longer hold these roles). Data was coded and analyzed iteratively, focusing on identifying underlying values, and exploring how these values shape admissions practices and considerations for validity. Eight different intersecting values were identified. Of these, four were shared across all participants: critically questioning the process and tools, aiming for equity, striving for better, and embracing the challenges of change. The expression of these values depended on different contextual variables (e.g., geographic location, access to expertise, resource availability), and values shaped how admissions systems were built, enacted, and monitored for quality. Ultimately, values shaped: (1) admissions practices resulting in different candidates being offered admission, and (2) how arguments supporting score interpretation are built (i.e., validity). This study documents various values that influence admissions processes, practices, and quality monitoring. The values that shape what is assessed, how it is assessed, and how fair and defensible practices are conceptualized have significant impact, ultimately determining who is selected. These values—whether implicit or explicit—result in intended and unintended consequences in selection processes. However, these values are rarely explicitly examined and questioned, leaving it uncertain as to which consequences are the intended outcomes of deliberately chosen values, and which are unintended consequences of implicitly held values of admissions systems and their actors. [ABSTRACT FROM AUTHOR]

Selection interviews have long been integral to medical school admissions, yet their limited predictive validity and susceptibility to bias raise concerns. This study delves into potential interviewer bias within the dynamics of interviewee and interviewer gender. We analyze a dataset of 5,200 applicants and over 370 selection committees engaged in semi-structured interviews from 2006 to 2019 at a large German medical school with multiple linear and non-linear regression analyses. Our findings reveal that all-female committees tended to award male candidates, on average, one point more than their female counterparts, significantly enhancing the chances of submission for male applicants despite lower academic grades, which constituted 51% of the selection process points. All-male and mixed-gender committees exhibited similar ratings for both genders. The role of valuing voluntary services emerged prominently: all-male and mixed committees acknowledged women's volunteer work but not men's, while all-female committees demonstrated the opposite pattern. Our results attribute variations in interview outcomes to the absence of standardization, such as insufficient interviewer training, divergent rating strategies, variations in interviewer experience, and imbalances in candidate allocation to selection committees, rather than to a "gender bias", for example by favoritism of males because of their gender. [ABSTRACT FROM AUTHOR]

Improving medical education is an important process that changes from time to time based on the development of medical science and practice, society's need for a certain number of quality doctors, better preparations, and better selection of candidates for admission into medical schools. In most European countries, partial preparation of students for admission is done in secondary schools, and additional preparation is achieved in the first year of medical school. Such preparations enabled more than 60% of students to complete their studies, before the German Federal Ministry of Science and Education implemented the Masterplan Medizinstudium 2020. However, after a 4-year university preparation in the United States, close to 95% of students finish their medical studies on time. We proposed a 2-year university preparation for each student before his enrollment into the medical school because this strengthens his medical study, and later on, he becomes a better doctor. Thus, the number of graduated students may increase, medical studies could be shortened to 1 year, and candidates who do not enroll in medical school may continue their previous studies. [ABSTRACT FROM AUTHOR]

The article discusses the Supreme Court's decision in the case of Students for Fair Admissions, Inc. v. President & Fellows of Harvard College, which has sparked strong reactions. The Liberty Justice Center threatened medical school admissions departments with litigation if they did not cease diversity, equity, and inclusion policies. However, the Supreme Court's decision does not prevent colleges, including medical schools, from considering race-related experiences of applicants in order to improve care and health outcomes in Medically Underserved Areas (MUAs). The article emphasizes the importance of diversity in medical education and practice for better health outcomes in underserved communities. [Extracted from the article]

The UK's National Health Service (NHS) faces escalating competition ratios for specialty training positions, with application rates dramatically outpacing the growth in available posts. This trend contributes to systemic bottlenecks and challenges traditional career progression pathways within medicine. In this evolving landscape, the once-certain career progression within medicine is now increasingly uncertain. This commentary explores the complex dynamics of increased medical school admissions against stagnant specialty training placements and the broader strategic implications for workforce planning within the NHS. It critically evaluates the implications of current funding policies, which seem to prioritise an expansion of nondoctor healthcare roles over the development of specialist training, raising concerns about the long-term patient care quality and safety. Key recommendations include a reassessment of medical education expansion, a review of funding allocation, increased support for specialty training, and government accountability for healthcare workforce planning. The urgent need for strategic policy reform is underscored to ensure that NHS can sustain a high-quality, specialist-led healthcare provision in the face of rising competition and workforce pressures [ABSTRACT FROM AUTHOR]

Background: Methicillin-resistant Staphylococcus aureus (MRSA) enteritis is a condition in which MRSA grows abnormally in the intestine after administration of antimicrobial agents, resulting in enteritis. Patients with MRSA detected in stool culture tests are often diagnosed with MSRA enteritis. However, uncertainty remains in the diagnostic criteria; therefore, we conducted epidemiological studies to define these cases. Patients and Methods: Patients who tested positive for MRSA by stool culture using selective media 48 h after admission to Kochi Medical School Hospital between April 1, 2012, and December 31, 2022, and did not meet the exclusion criteria were included. We defined MRSA enteritis (Group A) as cases that were responsive to treatment with vancomycin hydrochloride powder, had a Bristol Stool Scale of ≥ 5, and a stool frequency of at least three times per day; all others were MRSA carriers (Group B). Multivariate analysis was performed to risk factors associated with MRSA enteritis. Results: Groups A and B included 18 (25.4%) and 53 (74.6%) patients, respectively. Multivariate logistic regression analysis showed that a white blood cell count of > 10000/μL (odds ratio [OR], 5.50; 95% confidence interval [CI], 1.12– 26.9), MRSA count of ≥ 2+ in stool cultures (OR, 8.91; 95% CI, 1.79– 44.3), and meropenem administration within 1 month of stool specimen submission (OR, 7.47; 95% CI, 1.66– 33.6) were risk factors of MRSA enteritis. Conclusion: The case definitions reviewed for MRSA enteritis may be useful as diagnostic criteria. [ABSTRACT FROM AUTHOR]

Background: Situational Judgment Tests (SJTs) are commonly used in medical school admissions. However, it has been consistently found that native speakers tend to score higher on SJTs than non-native speakers, which can be particularly problematic in the admission context due to the potential risk of limited fairness. Besides type of SJT, awareness of time limit may play a role in subgroup differences in the context of cognitive load theory. This study examined the influence of SJT type and awareness of time limit against the background of language proficiency in a quasi high-stakes setting. Methods: Participants (N = 875), applicants and students in healthcare-related study programs, completed an online study that involved two SJTs: one with a text-based stimulus and response format (HAM-SJT) and another with a video-animated stimulus and media-supported response format (Social Shapes Test, SST). They were randomly assigned to a test condition in which they were either informed about a time limit or not. In a multilevel model analysis, we examined the main effects and interactions of the predictors (test type, language proficiency and awareness of time limit) on test performance (overall, response percentage). Results: There were significant main effects on overall test performance for language proficiency in favor of native speakers and for awareness of time limit in favor of being aware of the time limit. Furthermore, an interaction between language proficiency and test type was found, indicating that subgroup differences are smaller for the animated SJT than for the text-based SJT. No interaction effects on overall test performance were found that included awareness of time limit. Conclusion: A SJT with video-animated stimuli and a media-supported response format can reduce subgroup differences in overall test performance between native and non-native speakers in a quasi high-stakes setting. Awareness of time limit is equally important for high and low performance, regardless of language proficiency or test type. [ABSTRACT FROM AUTHOR]

Objective: To assess the predictive validity of Punjab Provincial Medical & Dental College Admission Test (MDCAT). Methods: A retrospective correlational study was conducted at the Fatima Memorial Hospital College of Medici ne & Dentistry in Lahore, Pakistan. Data were analysed from 415 medical students who had completed the MBBS program from 2018-2020. Bivariate and multivariable regression models were used to adjust for confounders such as age, gender, city of origin, and pre-medical performance. A novel performance-trajectory analysis was used to evaluate whether students with different preadmission MDCAT scores had different performance trajectories in medical school. Results: On simple bivariate analysis, there was a weak but significant (correlational coefficient 0.22-0.33, p<0.001) correlation between MDCAT scores and professional exam scores for all years of medical college. However, multivariable analysis of Matric/Fsc track showed no significant correlation (p > 0.05) between MDCAT and professional exam scores after the first two years. For O/A level students, there was no correlation between MDCAT and professional exam scores for any year of medical college (p>0.05). Trajectory analysis showed that students with exceptionally high MDCAT scores had a superior performance trajectory compared to those with the lowest quartile of MDCAT scores while students with average MDCAT scores had overlapping performance trajectories. Conclusion: For students from the Matric/FSc track only, there is a weak but significant correlation between MDCAT scores and professional exam scores for the first two years. No such correlation exists for O/A level students. Exceptionally high MDCAT scores are predictive of higher achievement in professional exam scores. [ABSTRACT FROM AUTHOR]

Objectives: Situational Judgement Tests (SJT) are a cost-efficient method for the assessment of personal characteristics (e.g., empathy, professionalism, ethical thinking) in medical school admission. Recently, complex open-ended response format SJTs have become more feasible to conduct. However, research on their applicability to a German context is missing. This pilot study tests the acceptability, reliability, subgroup differences, and validity of an online SJT with open-ended response format developed in Canada ("Casper"). Methods: German medical school applicants and students from Hamburg were invited to take Casper in 2020 and 2021. The test consisted of 12 video- and text-based scenarios, each followed by three open-ended questions. Participants subsequently evaluated their test experience in an online survey. Data on sociodemographic characteristics, other admission criteria (Abitur, TMS, HAM-Nat, HAM-SJT) and study success (OSCE) was available in a central research database (stav). Results: The full sample consisted of 582 participants. Test-takers' global perception of Casper was positive. Internal consistency was satisfactory in both years (α=0.73; 0.82) while interrater agreement was moderate (ICC(1,2)=0.54). Participants who were female (d=0.37) or did not have a migration background (d=0.40) received higher scores. Casper scores correlated with HAM-SJT (r=.18) but not with OSCE communication stations performance. The test was also related to Abitur grades (r=-.15), the TMS (r=.18), and HAM-Nat logical reasoning scores (r=.23). Conclusion: This study provides positive evidence for the acceptability, internal consistency, and convergent validity of Casper. The selection and training of raters as well as the scenario content require further observation and adjustments to a German context to improve interrater reliability and predictive validity. [ABSTRACT FROM AUTHOR]

What qualities and abilities are appropriate for a person who plans to become a doctor? To answer this question, it is meaningful to understand the opinions of the general public, since they are important stakeholders in the training of doctors. As part of a national door-to-door questionnaire survey, participants were asked about 16 qualities and abilities they considered suitable for becoming a doctor. Of the 1200 people interviewed, 1190 responded. The ratio of affirmative answers was the highest (92.2%) for the "Accurately judges situations" element, followed by "Cares about others' feelings" (87.4%), "Understands the reality of medical care and welfare" (87.2%), and "Resistant to mental stress" (86.2%). "High academic ability", which is currently the most important factor in the actual selection of students, ranked ninth among the sixteen elements (71.8%). Aside from academic ability, the general public places importance on other factors in selecting students for admission to medical schools. This study provides a valuable reference for medical schools regarding admission policies and applicant selection processes. [ABSTRACT FROM AUTHOR]

This article describes the "The Admissions Revolution: Bold Strategies for Diversifying the Healthcare Workforce" conference, which preceded the 2022 Beyond Flexner Alliance Conference and called for health professions institutions to boldly reimagine the admission process to diversify the health care workforce. Proposed strategies encompassed 4 key themes: admission metrics, aligning admission practices with institutional mission, community partnerships to fulfill social mission, and student support and retention. Transformation of the health professions admission process requires broad institutional and individual effort. Careful consideration and implementation of these practices will help institutions achieve greater workforce diversity and catalyze progress toward health equity.

This document discusses the legal background and implications of the end of affirmative action in higher education and the need to intensify efforts to diversify the medical field. It highlights the historical challenges and bans on race-based affirmative action in education, as well as the recent court ruling that overturned the use of race as a factor in admission decisions. The document also addresses the underrepresentation of historically underrepresented groups (HUGs) in undergraduate and medical school enrollment and emphasizes the benefits of diversity in the medical workforce. It suggests various mitigation strategies to improve diversity, such as alternative admission processes, targeted outreach, and diversity training. The document concludes by emphasizing the importance of a diverse medical workforce in providing equitable healthcare and calls for innovative actions to create change. [Extracted from the article]

Dr. Joginder Lal Gupta, also known as JLG, was a prominent figure in the field of burns care in India. He joined Safdarjung Hospital in Delhi in 1963 and quickly established it as a leading center for plastic surgery and burns management. Dr. Gupta had an illustrious educational background, excelling in his studies and receiving numerous awards and gold medals. He dedicated his career to burn victims, pioneering treatments and prevention methods. Dr. Gupta was also involved in various professional organizations and received several prestigious awards for his contributions. He passed away in 2024, leaving behind a lasting legacy in the field of burns care. [Extracted from the article]

BACKGROUND & OBJECTIVE: Gaining admission to medical school is highly competitive, requiring rigorous selection criteria by educational institutions. They carefully assess entry qualifications and eligibility tests to identify suitable applicants for their medical programs. The objective is to evaluate how well these criteria predict student's overall academic performance in medical colleges across Pakistan. METHODOLOGY: The descriptive, observational study was conducted at a private medical and dental College, in Karachi. A multiple linear regression analysis was conducted to predict the final year score based on factors such as HSC score, entry test score, and scores from the first, second, third, and fourth years. RESULTS:The study shows that the pre-medical scores of HSC and A levels have a moderate positive correlation with the first-year MBBS (r=0.403) and a strong correlation with the final-year scores (r=0.603). The entry test (MDCAT) has a moderately positive correlation with the first, third (r=0.348), and fourth-year (r=0.367) scores. On comparing pre-clinical year scores with clinical years, a strong positive correlation was seen between 1st year and 3rd year (r=0.721), 1st year and 4th year (r=0.570), 1st year and final year (r=0.619), 3rd year and 4th year (r=0.711), 3rd year and 5th-year scores (r=0.602), 4th year, and 5th-year scores (r=0.651). CONCLUSION:This study shows that the pre-medical scores and medical college entry tests can predict student's overall future academic performance in professional examinations. Also, provides insight to medical educationists to identify weak students in their early medical college years. [ABSTRACT FROM AUTHOR]

The article discusses the contributions of Surgeon M. Rehman, a prominent cardiac surgeon in Pakistan, to the field of cardiac surgery. Surgeon Rehman played a key role in establishing cardiac surgery programs at various institutions, including the National Institute of Cardiovascular Diseases (NICVD) in Karachi and the Punjab Institute of Cardiology (PIC) in Lahore. He also initiated the construction of the Rehman Medical Institute (RMI) in Peshawar, which has become a leading healthcare facility. The article highlights the challenges faced by RMI in obtaining a university charter and emphasizes the need for private medical universities in Khyber Pakhtunkhwa (KPK). It also discusses the importance of making decisions in the healthcare sector that benefit the medical profession and the people of the province. [Extracted from the article]

Objective: Every year, many applicants want to study medicine. Appropriate selection procedures are needed to identify suitable candidates for the demanding curriculum. Although research on medical school admissions has shown good predictive validity for cognitive selection methods (undergraduate GPA, aptitude tests), the literature on applicants with professional and/or academic experience prior to entering medical school remains slim. In our study, we therefore aimed to examine the association between academic success in medical school and having previously completed vocational training in the medical field, voluntary service (≥11 months) or an academic degree. Methods: Data were collected in a multicentre, cross-sectional study at five medical schools in Germany (Baden-Wuerttemberg) from students during medical school (i.e. 3rd-, 6th-, and 10th-semester and final-year students). Academic success was assessed according to scores on the first and second state examinations, the total number of examinations repeated and the number of semesters beyond the standard period of study. For the analysis we calculated ordinal logistic regression models for each outcome variable of academic success. Results: A total of N = 2,370 participants (response rate: RR = 47%) participated in the study. Having completed vocational training was associated with a higher amount of repeated examinations (small effect), while having an academic degree was associated with worse scores on the second state examination (medium effect). No significant association emerged between voluntary service and academic success. Conclusion: The results indicate that professional and academic pre-qualifications pose no advantage for academic success. Possible associations with the financing of study and living conditions of students with pre-qualifications were analysed and discussed in an exploratory manner. However, the operationalisation of academic success from objective and cognitive data should be critically discussed, as the benefits of prior experience may be captured by personal qualities rather than examination results. [ABSTRACT FROM AUTHOR]

Scores on cognitive ability tests used in tertiary admissions contexts generally have very limited currency. This can have significant implications for prospective applicants to high‐demand courses which use cognitive tests as part of the selection process. In this paper we present both psychometric and non‐psychometric considerations regarding the score currency of ability tests, using GAMSAT (Graduate Medical School Admissions Test) as an example. We found that GAMSAT scores showed sufficient stability at the cohort level for institutions to be reasonably confident that a test score would continue to provide a valid representation of cognitive ability for up to a 5‐year period. However, candidates' pre‐test preparation will influence whether it is in their interest to re‐sit a test even within an extended currency period. Practitioner points: Cognitive ability tests used in tertiary admissions contexts generally have very limited score currency, typically 1 or 2 years.This limited period of currency means that many candidates may need to re‐sit the test if not initially successful, which can have significant and wide‐ranging implications for both candidates and institutions, especially in terms of diversity and equity.Our research on GAMSAT re‐sit scores suggest that cognitive ability tests with robust equating procedures can have sufficient stability at the cohort level for institutions to be reasonably confident that a test score will continue to provide a valid representation of cognitive ability for up to a 5‐year period.Nonetheless, the variability observed in the scores of some individual candidates means that it may sometimes be in the interests to re‐sit the GAMSAT despite the extended currency; this will be influenced by the extent of personal preparation with which candidates attempt their first sitting. [ABSTRACT FROM AUTHOR]

Prof. Ishaq's book on the evolution of cardiology in Pakistan was formally launched at a meeting sponsored by PharmEvo Pharmaceutical. The book was commended for providing useful information, although some names were missing and references were lacking. The speakers at the meeting congratulated Prof. Ishaq on his efforts and suggested further research to fill in the gaps. The book was seen as a profile rather than a comprehensive history, and it was noted that collecting information was challenging due to the lack of written records. [Extracted from the article]

Background: Understanding professionalism is an essential component of becoming a doctor in order to ensure the trust of patients and wider society. Integrally linked to the concept of professionalism is the importance of identifying and raising concerns to ensure high quality, safe patient care. It is recognised that medical students are uniquely placed to identify and report concerns given their frequent rotations through multiple clinical placements and their peer relationships and, in so doing, develop and enact their own medical professionalism. Although there is existing literature exploring medical students' willingness to raise concerns about observed professionalism lapses, this has largely been in the context of clinical interactions. Medical students will however undoubtedly encounter concerning behaviours or attitudes in their fellow students, an area that has not specifically been reported upon. This study therefore set out to explore medical students' willingness to report professionalism concerns they encounter both within and away from the clinical setting, particularly focusing on peer-related concerns. Methods: 10 medical students, in later clinical years of a large UK medical school, volunteered to take part in in-depth semi-structured interviews. Interviews were recorded, transcribed and then analysed thematically to generate themes and subthemes to represent central organising concepts. Results: Three broad themes were generated from the data. Hidden curricular effects including role models, hierarchical structures and the operational systems in place to raise concerns subconsciously influenced students' decisions to raise concerns. Secondly, students offered a range of justifications to defend not taking action, including considering their own vulnerabilities and values alongside demonstrating empathy for perceived mitigating circumstances. The third theme highlighted the complex interplay of influencing factors that students considered when encountering professionalism issues in their peers including wider peer cohort effects and a desire to maintain individual peer-relationships. Conclusions: Medical students will inevitably encounter situations where the professionalism of others is brought into question. However, despite clear curricular expectations to report such concerns, these findings demonstrate that students undergo a complex decision-making process in determining the threshold for reporting a concern through navigating a range of identified influencing factors. This study highlights the important role medical schools play in helping reduce the inner conflict experienced by medical students when raising concerns and in ensuring they provide supportive processes to empower their students to raise concerns as part their own developing professionalism. Practice Points: Understanding professionalism is an essential component of becoming a doctor. Identifying and raising concerns is vital to ensure high quality safe patient care. There are many barriers to medical students raising concerns. Medical students navigate a complex decision-making process in determining if the threshold for reporting a concern has been reached. Medical students balance their own vulnerabilities and values, and the advantages and disadvantages of taking action when deciding whether or not to report a concern. Medical students will additionally encounter professionalism lapses from their peers outside the clinical setting. Their willingness to subsequently raise concerns about their fellow students is considered in the light of their peer group dynamics and potential impacts on peer-relationships. [ABSTRACT FROM AUTHOR]

The article discusses the evolving approach to residency application review, emphasizing the importance of holistic evaluation beyond traditional metrics like grades and test scores.Topics include the expansion of data points for holistic review, the application of machine learning in candidate screening, AI tools for administrative purposes like interview scheduling, and ethical considerations regarding biases and limitations of AI in the recruitment process.

Abstract Background Medical school acceptance rates in the United States (US) have been lower for applicants who identify as Underrepresented-in-Medicine (UiM) compared to non-UiM applicants. The gap between UiM and no-UiM groups is narrowing in recent years. Less well-studied are associations of acceptance decisions with family income and parental education. This study’s purpose is to evaluate the relationships between medical school acceptance and family income, parental education status, racial/ethnic background, Grade Point Average (GPA), Medical College Admission Test (MCAT) score, and participation in extracurricular activities. Methods This is a cross-sectional study of first-time US medical school applicants between 2017 and 2020. Acceptance rates for first-time applicants were calculated for first-generation (FG), low-income (LI), and UiM applicants. Associations of these attributes with MCAT scores, science GPAs, and seven categories of extracurricular activities were evaluated. Regression analyses estimated associations between acceptance to medical school with all variables with and without interaction terms (FG*URM, LI*URM, FG*LI). Results The overall acceptance rate for first-time applicants from 2017–2020 was 45.3%. The acceptance rates among FG, LI and UiM applicants were 37.9%, 39.6% and 44.2%, respectively. In univariable logistic regression analyses, acceptance was negatively associated with being FG (OR: 0.68, CI: 0.67–0.70), LI (OR: 0.70, CI: 0.69–0.72), and UiM (OR: 0.95, CI: 0.93–0.97). In multivariable regression, acceptance was most strongly associated with science GPA (OR: 7.15, CI: 6.78–7.54 for the highest quintile) and UiM (OR: 5.56, CI: 5.48–5.93) status and MCAT score (OR: 1.19, CI: 1.18–1.19), FG (OR: 1.14, CI: 1.10–1.18), and most extracurricular activities. Including interaction terms revealed a negative association between acceptance and LI (OR:0.90, CI: 0.87–0.94) and FG was no longer significant (OR:1.10, CI:0.96–1.08). Conclusions Collectively these results suggest medical school admissions committees may be relying on holistic admission practices. While MCAT and GPA scores continue to predict acceptance, individuals from racially and ethnically UiM backgrounds have favorable odds of acceptance when controlling for MCAT and GPA. However, these positive associations were not seen for low-income and first-generation applicants. Additional preparation for college and the MCAT for these latter groups may help further diversify the medical profession.

Medical school candidates must have both the cognitive and professional competencies required to become good physicians. In this commentary, we outline the evidence and outcomes associated with the implementation of these selection methodologies and evaluate their ability to assess non-cognitive skills. [ABSTRACT FROM AUTHOR]

In this literature overview, we share with the reader challenges faced by LGBTQ + individuals pursuing medical education, from undergraduate to postgraduate training. The LGBTQ + acronym has evolved to encompass the diverse spectrum of sexual orientation and gender identities. Recently, the term "Sexual and Gender Minority" (SGM) has emerged as an umbrella term to provide consistency in research advancing SGM health. The unique obstacles LGBTQ + trainees encounter are highlighted throughout this article, including external factors influencing career decisions, a lack of LGBTQ + healthcare curricula, discriminatory social interactions, limited mentorship opportunities, and a higher mental health burden. These challenges have the capacity to affect educational experiences, personal well-being, and professional growth. Additionally, we examine the impact of inclusive institutional climates on LGBTQ + trainees' selection of medical schools and residency programs, as they may prioritize inclusiveness and diversity when making their choice. In postgraduate training, LGBTQ + trainees continue to face challenges, exemplified by disparities in placement rates and discriminatory experiences based on sexual orientation and gender identity. We describe the gap in current research and its long-term impact of these challenges on career paths. Hostile environments persist in certain specialties, and the lack of LGBTQ + mentorship and support can hinder academic pursuits. We shed light on the unique and pervasive challenges faced by LGBTQ + trainees throughout their medical education journey, while emphasizing the need for inclusive policies, support systems, and research to address these challenges. With increasing research and studies, we hope to create a medical workforce and community that better represents the diverse communities it serves. [ABSTRACT FROM AUTHOR]

Community college (CC) has traditionally existed as a bridge between high school and a four-year, baccalaureate-awarding, university. With the ever-increasing number of CCs present in the United States and the rising numbers of applicants to medical school, there will inevitably be a substantial proportion of future physicians who have attended CC. Based on previous research, we surveyed the University of California, Irvine, School of Medicine (UCISOM) student body to assess how many students had attended CC, when and why they attended, and if they intended to practice with underserved communities in the future. A total of 30 (28.6%) of the 105 survey respondents attended CC prior to medical school. Those students cited Academic Flexibility, Financial Reasons/Affordability, and the inability to enroll in a particular course at their four-year institutions as the top three reasons for attending CC. Ten of those students (30%) reported they were informed that attending CC would negatively impact their medical school application. Older students were more likely to attend CC, and there was no statistically significant correlation between CC attendance and the number of times one applied to medical school or between CC attendance and gender, race, ethnicity, and intention to practice in underserved communities. This article highlights the understanding of the effects of CC attendance on medical school admissions while comparing our sample of 105 UCISOM students to previous research studies. [ABSTRACT FROM AUTHOR]

Background: Joining the health care force as a doctor is a dream that flourishes in the minds of majority of youngsters in Pakistan, making the admission process highly competitive. Currently, our admission criteria only caters the knowledge domain of the applicants while research argues that personality of the candidates should also be considered when selecting the cream of the nation for one of the most critical profession of medicine. Objective: The objective of this research was to investigate stakeholders' perspectives on the incorporation of personality assessment as a component of the admission requirements for medical colleges in Pakistan. Methods: An exploratory qualitative study was conducted using a multi-center approach, where participants from three different stakeholder groups involved in medical college admissions in Pakistan (Governing body members, experienced academic staff, and medical scholars) were interviewed. The analysis method used was thematic analysis. Results: The stakeholders reached a consensus that the current admission criteria need to be revised, although opinions were varied regarding the inclusion of personality assessment in the admission process. The stakeholders identified conscientiousness, agreeableness, neuroticism, extraversion, and openness to experience as the key personality features to be evaluated for medical college admissions, in descending order of importance. Conclusion: This study highlighted the need to revise and expand the existing admission criteria, while also revealing a diversified feedback to the proposal of introducing personality appraisal as part of the medical college admission standards as they may pose significant obstacles. [ABSTRACT FROM AUTHOR]

Background: Medical school acceptance rates in the United States (US) have been lower for applicants who identify as Underrepresented-in-Medicine (UiM) compared to non-UiM applicants. The gap between UiM and no-UiM groups is narrowing in recent years. Less well-studied are associations of acceptance decisions with family income and parental education. This study's purpose is to evaluate the relationships between medical school acceptance and family income, parental education status, racial/ethnic background, Grade Point Average (GPA), Medical College Admission Test (MCAT) score, and participation in extracurricular activities. Methods: This is a cross-sectional study of first-time US medical school applicants between 2017 and 2020. Acceptance rates for first-time applicants were calculated for first-generation (FG), low-income (LI), and UiM applicants. Associations of these attributes with MCAT scores, science GPAs, and seven categories of extracurricular activities were evaluated. Regression analyses estimated associations between acceptance to medical school with all variables with and without interaction terms (FG*URM, LI*URM, FG*LI). Results: The overall acceptance rate for first-time applicants from 2017–2020 was 45.3%. The acceptance rates among FG, LI and UiM applicants were 37.9%, 39.6% and 44.2%, respectively. In univariable logistic regression analyses, acceptance was negatively associated with being FG (OR: 0.68, CI: 0.67–0.70), LI (OR: 0.70, CI: 0.69–0.72), and UiM (OR: 0.95, CI: 0.93–0.97). In multivariable regression, acceptance was most strongly associated with science GPA (OR: 7.15, CI: 6.78–7.54 for the highest quintile) and UiM (OR: 5.56, CI: 5.48–5.93) status and MCAT score (OR: 1.19, CI: 1.18–1.19), FG (OR: 1.14, CI: 1.10–1.18), and most extracurricular activities. Including interaction terms revealed a negative association between acceptance and LI (OR:0.90, CI: 0.87–0.94) and FG was no longer significant (OR:1.10, CI:0.96–1.08). Conclusions: Collectively these results suggest medical school admissions committees may be relying on holistic admission practices. While MCAT and GPA scores continue to predict acceptance, individuals from racially and ethnically UiM backgrounds have favorable odds of acceptance when controlling for MCAT and GPA. However, these positive associations were not seen for low-income and first-generation applicants. Additional preparation for college and the MCAT for these latter groups may help further diversify the medical profession. [ABSTRACT FROM AUTHOR]

In this Medical News interview, neurologist Bernard S. Chang, MD, MMSc, dean for medical education at Harvard Medical School, discusses how artificial intelligence will shift clinical training, med school admissions, and teaching. [ABSTRACT FROM AUTHOR]

This article explores the challenges that individuals with disabilities face when applying to Canadian medical schools. It points out the lack of available data on the number of students or applicants with disabilities, which contributes to discrimination. The article highlights the positive impact that physicians with disabilities can have on patients and the healthcare system. It also examines the stereotypes and ableist attitudes within medical education, as well as the rigid admission criteria that disadvantage students with disabilities. The article concludes by suggesting ways to address these barriers and promote inclusivity in medical school admissions. [Extracted from the article]

Indigenous students from reserves, rural, and Northern communities are underrepresented in Canadian medical schools, which contributes to health inequities in these communities. Factors such as socioeconomic disadvantage, geographic barriers to education, and limited exposure to healthcare careers contribute to this problem. To address this issue, medical schools should adopt a distinctions-based approach to recruiting Indigenous students and implement upstream interventions to support students throughout the process of preparing for medical school. Partnerships between key players in medical education are crucial to supporting successful applications from Indigenous students. It is important to recognize and rectify the underrepresentation of Indigenous students in order to improve access to medical education and address the needs of Indigenous communities. [Extracted from the article]

Dr. Khadija Muneer moderated the session, and the panelists included Prof. Shabeen Naz Masood and Dr. Shehla Javed Akram. Dr. Shabeen Naz Masood and Dr. Shehla Javed Akram emphasized the importance of empowering women physicians to care for the increasing number of women healthcare professionals entering this field. During the session, Dr. Hina Latif was scheduled to discuss the PSIM-RCP Women Leaders Programme, while Dr. Somia Iqtidar highlighted the PSIM-RCP Advancing Women Leadership in Healthcare. [Extracted from the article]

Chronic kidney disease is a silent epidemic of the 21 centuries. Surveys have suggested that as many as 16% of the adult population have CKD1. The most common, non –renal, chronic disorder in patients with ESRD are gastro intestinal disorders2, accompanying ESRD including those receiving renal replacement therapy. Among upper gastrointestinal lesions caused by chronic kidney disease gastritis, esophagitis, gastric ulcer are the most prevalent lesions. Here an attempt is being made to study the upper gastro intestinal changes in chronic kidney disease and evaluate their relationship with the stage of CKD or GFR. Methodology: We conducted a cross sectional study on 50 patients of, who are diagnosed to have chronic kidney disease and being presented to opd and admission in Navodaya Medical College and Research Center, Raichur over a period of one year. All patients with chronic kidney disease who underwent upper gastrointestinal endoscopy were included in the study. Results: 50 patients were included in the study with mean age and males 28 and 22 females. Among 50 patients 42 patients manifested with upper-gastrointestinal lesion among them erosive gastritis 13(26%) is most common upper gastrointestinal lesion followed by gastro esophageal reflux disease with or without duodenitis 8 (16%), duodenal ulcer,gastric ulcer 4(8%) each, pangastritis 3(6%), GERD with gastritis, erosive duodenitis, erosive esophgitis, pale gastric mucosa 2(4%) each, angiodysplasia and hiatus hernia 1(2%) each. Conclusion: Majority of the patients with chronic kidney disease have upper gastrointestinal involvement on endoscopic evaluation. Erosive gastritis is the most common lesion Esophageal and duodenal involvement are less common than the gastric lesions. Upper gastrointestinal findings are frequently observed in chronic kidney disease patients on dialysis. Early diagnosis and management of these upper gastrointestinal lesions in CKD can reduce mortality and morbidity and prevent fatal complication like massive upper gastrointestinal bleed. [ABSTRACT FROM AUTHOR]

Medical-school applicants learn from many sources that they must stand out to fit in. Many construct self-presentations intended to appeal to medical-school admissions committees from the raw materials of work and volunteer experiences, in order to demonstrate that they will succeed in a demanding profession to which access is tightly controlled. Borrowing from the field of architecture the lens of construction ecology, which considers buildings in relation to the global effects of the resources required for their construction, we reframe medical-school admissions as a social phenomenon that has far-reaching harmful unintended consequences, not just for medicine but for the broader world. Illustrating with discussion of three common pathways to experiences that applicants widely believe will help them gain admission, we describe how the construction ecology of medical school admissions can recast privilege as merit, reinforce colonizing narratives, and lead to exploitation of people who are already disadvantaged. [ABSTRACT FROM AUTHOR]

Background: In the final year of medical school, the educational focus is on experiences in the clinical environment. This is where students acquire most of their practical knowledge for their future career and need to optimise their Self-Regulated Learning (SRL) strategies. Hence, the current study aims to explore which SRL strategies medical students use during their clerkships in different learning settings. Methods: Structured interviews were conducted between May 2019 and December 2020 with 43 medical students during their final year in Munich, Germany. The students were surveyed about their SRL strategies. The transcribed data were thematically analysed using the measurements Strategy Use (SU) and Strategy Frequency (SF). Results: Interview data were organized into 11 SRL strategy categories. The most used SRL strategy in general was "seeking information in the internet in form of a text" (SU: 1; SF: 2.605), with an e-learning tool; followed by "seeking social assistance from doctors" (SU: 0.977; SF: 1.884), and "seeking information in books" (SU: 0.884; SF: 1.419). There were differences in the usage of SRL in different learning contexts between female and male students. For example, 95.3% of students are "seeking social assistance from doctors" when having difficulties on the ward, but only 55.8% when they need help with written tasks (e.g. medical letter). The results show a difference in SRL usage when preparing for oral-practical (79.1% books) and written (97.7% e-learning tool) exam. However, it also appears that some students do not have SRL strategies for certain situations, mostly due to a lack of time. Conclusion: Medical students in the clinical phase are adapting their SRL strategy to the learning situation. To better support students´ SRL, it is necessary to ensure availability for their preferred resources: e-learning tool and experienced physicians as supervisors. Future research should focus on strategies to handle the limited time during clerkships. [ABSTRACT FROM AUTHOR]

Background: Snake bite is a major public health problem throughout the world especially in tropical & subtropical countries. The objective of the study is to analyze the factors which determine the prognosis of patients, admitted with poisonous envenomation. These prognostic factors include:- Time since snake bite and admission to Narayana Medical College & Hospital, Nellore, whether patient received first aid or not, systemic involvement and site of bite. Methods: 35patients with history of snake bite with or without fang marks were included in this study and a detailed history of bite including time of bite, type of snake, first aid history, patient's manifestation and history of treatment received from outside was taken. A detailed clinical examination was done and each patient was subjected to investigations like complete blood count, bleeding time (BT), clotting time (CT), prothrombin time (PT), blood urea, serum creatinine, electrolytes and ECG, All investigations were repeated to evaluate the progress. Results: Total patients studied were 35, of which 60% were male, 40 % were female. Highest incidence of snake bite was seen in Age group of 12 -40 years (82.84%), Purely agricultural workers (85.71%), There was more incidence of bite on lower extremity. There were no complications in patients presenting within 6 hours of bite. Out of 35 patients of snake bite 18 were neurotoxic and 17 were vasculotoxic and one patient expired due to respiratory paralysis due to neurotoxic envenomation & one from cerebral bleed due to vasculotoxic bite. Interpretation and Conclusion:- In this study maximum number of patients (54.28%) reported were between 6-24 hours of bite and all those who presented within 6 hours of bite did not have any complications. Systemic involvement worsened the prognosis, the more severe the systemic involvement, the bad is the prognosis. Out of 35 patients one died due to respiratory paralysis resulting from neurotoxic bite and one died due to subarachnoid hemorrhage resulting from viper bite. [ABSTRACT FROM AUTHOR]

The article discusses the importance of holistic review in addressing health disparities in the United States and increasing diversity in the physician workforce. It focuses on the implementation of holistic review in graduate medical education, specifically in pulmonary and critical care fellowships. The authors describe the process of involving key stakeholders, soliciting divisional priorities, and using virtual tools to determine goals and interests. The article emphasizes the need for clear goals, validated survey tools, and ongoing reflection to ensure the success of holistic review in trainee recruitment. [Extracted from the article]

Scholarly papers addressing widening access and participation in medicine have mushroomed in the last decade or so, but the focus has predominantly been on the first part of the equation: access. The time has come to consolidate the gains in widening access and develop the latter half of the equation and ensure equitable participation of students from non-traditional backgrounds. Academic discussions about class and social mobility concentrate on understanding the factors that determine (or limit) people's upward trajectory and how class origins still play a strong role in it. This paper builds on a critical evaluation of the published literature on the topic to discuss the barriers (perceived or real) that students from widening participation backgrounds experience on their journey from admissions to progression through to medical training and into the workforce. It is discussed what tangible measures can be taken to break the cycle of social reproduction and help students from disadvantaged backgrounds successfully enter the medical professions. [ABSTRACT FROM AUTHOR]

Background: Graduates of Indian medical schools account for the greatest proportion of non-US born international medical graduates applying to general surgery residency programs. Purpose: Provide information to facilitate fair and holistic review of applicants from Indian medical schools. Research Design: Comprehensive review of the Indian medical education system, including history, regulatory agencies, medical school admission, curriculum, cultural differences, immigration issues, and outcomes after residency. Results: The Indian medical education system is one of the world's oldest. The number of medical schools and graduates continues to increase. Medical school admission criteria are variable. Recent regulatory changes have improved the quality of applicants entering the US. Emphasis on academic performance over volunteerism as well as communication styles differ from US graduates. The success of graduates during and after residency is well documented. Conclusions: Understanding the differences in the US and Indian medical education systems will provide a basis for the fair evaluation of applicants. [ABSTRACT FROM AUTHOR]

Objectives: There is a paucity of data on pathway programs that seek to increase underrepresented in medicine (URiM) students in medicine. Therefore, this investigation aimed to describe the status and associations of pathway programs at US medical schools. Methods: From May to July 2021, the authors obtained information by (1) accessing pathway programs listed on the Association of American Medical Colleges (AAMC) website, (2) reviewing websites of US medical schools, (3) calling medical schools to obtain further information. The data retrieved from the medical school websites was compiled into a 27-item checklist based on the maximum number of different items that was extracted from any of the medical school websites. The data included program characteristics, curricula, activities, and outcomes. Each program was assessed on the number of categories of which information was available. Statistical analyses determined significant associations of URiM-focused pathways and other factors. Results: The authors identified 658 pathway programs: 153 (23%) listed on AAMC website and 505 (77%) identified from medical school websites. Only 88 (13%) programs listed outcomes and 143 (22%) had adequate website information. URiM-focused programs (48%) were independently associated with AAMC website listing (adjusted odds ratio [aOR] = 2.62, P =.001), no fees requirement (aOR = 3.33, P =.001), oversight by diversity departments (aOR = 2.05, P =.012), Medical College Admission Test preparations (aOR = 2.70, P =.001), research opportunities (aOR = 1.51, P =.022), and mentoring (aOR = 2.58., P <.001). Programs targeting K1-12 were less likely to offer mentoring, shadowing or research or include URiM students. Programs with outcomes were more likely to be college programs with longer durations and offer research, while programs listed on AAMC website provided more resources. Conclusion: Although pathway programs are available for URiM students, accessibility issues due to inadequate websites information and early exposure are barriers. Most programs have insufficient data on their website, including a lack of outcome data which is detrimental in today's virtual climate. Medical schools should update their websites to ensure that students requiring support to matriculate into medical school have adequate and relevant information to make informed decisions regarding participation. [ABSTRACT FROM AUTHOR]

Fatima Jinnah Medical University organized its 5th Convocation recently where Governor of Punjab Mr. Blageeur Rehman was the Chief Guest. Health Minister Punjab Prof. Dr. Javed Akram thanked the Honourable Governor Punjab Mr. Muhammad Baligh Ur Rehman, Health Secretary Punjab Dr. Ahmed Javed Qazi, Vice Chancellor Prof. Khalid Masood Gondal and all the Distinguished Guests and admired the services of the faculty of Fatima Jinnah Medical University. Apart from her, others who were also presented Gold Medals during the convocation for their best performance included Dr. Ayesha Arshad, Dr. Rimzah Tahir, Dr. Riffat Shaheen, Dr. Ume Iman, Dr. Fathima Mujahida Ahmed Munawwar, Dr. Imbsat Naeem, Dr. Ayesh Azeem, Dr. Noor Ul Ain, Dr. Kashaf Ul Zuha, Dr. Anam Zaka, Dr. Arfa Arooj and Dr. Rida Fatima. [Extracted from the article]

Introduction As gatekeepers to the medical profession, admissions committees make important decisions through the analysis of quantitative (e.g. test scores and grade point averages) and qualitative (e.g. letters of recommendation and personal statements) data. One area of the application that deserves additional study is the Work and Activities section, where students describe their extracurricular experiences. Previous research has found different themes that sometimes overlap in the applications of exceptional performing and low performing medical students, but it is unclear if these themes are present in the applications of standard performers. Materials and Methods An exceptional performing medical student is defined as one who was inducted into both the Alpha Omega Alpha Honor Medical Society and the Gold Humanism Honor Society. A low performing medical student is one who was referred to the Student Promotions Committee (SPC) where an administrative action was made. A standard performing medical student is defined as someone who was neither a member of an honor society nor referred to the SPC during medical school. Using a constant comparative method, the applications of standard performers who graduated from the Uniformed Services University between 2017 and 2019 was assessed using exceptional performer themes (success in a practiced activity, altruism, teamwork, entrepreneurship, wisdom, passion, and perseverance) and low performer themes (witnessing teamwork, embellishment of achievement, and description of a future event). The presence of novel themes was also assessed. The absolute number of themes and the diversity of themes were determined. Demographic data were collected (age, gender, number of Medical School Admissions Test [MCAT] attempts, highest MCAT score, and cumulative undergraduate grade point average), and descriptive statistics was performed. Results A total of 327 standard performers were identified between 2017 and 2019. No novel themes were found after coding 20 applications. All exceptional performer themes were identified in the population of standard performers. The low performing theme of embellishment of achievement was not found. Standard performers had a lower number of total exceptional performer themes and a lower diversity of exceptional performer themes compared to low and exceptional performers, but standard performers also had a lower number and less diversity of low performing themes compared to low performers. Conclusions This study suggests that the diversity and frequency of exceptional performing themes in a medical school application may be useful in distinguishing between exceptional performers and other performers, though the small sample size limits quantitative conclusions. Low performing themes may be specific to low performers and thus could be useful to admissions committees. Future studies should include a larger sample size and could assess for predictive validity evidence of these exceptional performing and low performing themes through a blinded protocol. [ABSTRACT FROM AUTHOR]

Introduction We compared core pediatric clerkship student assessments across 11 geographically distinct learning environments following a major curriculum change. We sought to determine if intersite consistency existed, which can be used as a marker of program evaluation success. Methods We evaluated students' overall pediatric clerkship performance along with individual assessments that target our clerkship learning objectives. Using the data of graduating classes from 2015 to 2019 (N  = 859), we conducted an analysis of covariance and multivariate logistic regression analysis to investigate whether the performance varied across training sites. Results Of the students, 833 (97%) were included in the study. The majority of the training sites did not show statistically significant differences from each other. After controlling for the Medical College Admission Test total score and the average pre-clerkship National Board of Medical Examiners final exam score, the clerkship site only explained a 3% additional variance of the clerkship final grade. Conclusions Over the ensuing 5-year period after a curriculum overhaul to an 18-month, integrated module pre-clerkship curriculum, we found that student pediatric clerkship performance in clinical knowledge and skills did not differ significantly across 11 varied geographic teaching sites when controlling for students' pre-clerkship achievement. Specialty-specific curriculum resources, faculty development tools, and assessment of learning objectives may provide a framework for maintaining intersite consistency when faced with an expanding network of teaching facilities and faculty. [ABSTRACT FROM AUTHOR]