45 results on '"medical school admission"'
Search Results
2. A Primer on General Surgery Applicants Who Have Graduated From Indian Medical Schools.
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Schenarts, Paul J., Panwar, Aru, Mukkai Krishnamurty, Devi, and Nandipati, Kalyana
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MEDICAL school graduates , *SURGERY , *MEDICAL schools , *MEDICAL school admission , *SCHOOL entrance requirements , *MEDICAL education - Abstract
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]
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- 2023
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3. The predictive validity of admission criteria for the results of clinical competency assessment with an emphasis on family medicine in the fifth year of medical education: an observational study.
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Kötter, Thomas, Rose, Silvia Isabelle, Goetz, Katja, and Steinhäuser, Jost
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FAMILY medicine ,MEDICAL education ,PREDICTIVE validity ,MEDICAL students ,FAMILY assessment ,SCHOOL entrance requirements ,MEDICAL school admission - Abstract
Background: In many countries, the number of applicants to medical schools exceeds the number of available places. This offers the need, as well as the opportunity to medical schools to select those applicants most suitable for later work as a doctor. However, there is no generally accepted definition of a 'good doctor'. Clinical competencies may serve as surrogates. The aim of this study was to compare medical students in Germany selected based either on their pre-university grade point average alone or based on the result of a university-specific selection procedure regarding their clinical competencies with an emphasis on family medicine in the later years of training. Methods: We used the 'Allgemeinarztbarometer Ausbildung' (Undergraduate Family Medicine Barometer), an instrument developed to assess clinical competencies with an emphasis on family medicine, to compare students in the pre-university grade point average admission-quota and the university-specific selection procedure admission-quota in the fifth year of training. Students were judged by their supervising general practitioners after a two-week practical course. Competencies were rated on a five-point Likert-scale (1 = 'totally agree' i.e. the student is very competent to 5 = 'totally disagree' i.e. the student is not competent at all). Results: We included 94 students (66% female). Students in the university-specific selection procedure quota (n = 80) showed better mean scores in every item of the Undergraduate Family Medicine Barometer. We found a statistically significant difference between the two groups for the item assessing communication skills (M [university-specific selection procedure quota] = 1.81, SD = 0.84 vs. M [pu-GPA quota] = 2.38, SD = 0.96; t[91] = -2.23, p = .03; medium effect size). Logistic regression revealed no statistically significant age or gender contribution. Conclusions: Despite the small sample-size, our results indicate, that students selected via an university-specific selection procedure show better communicative competencies in the later years of training. [ABSTRACT FROM AUTHOR]
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- 2022
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4. On the attractiveness of working as a GP and rural doctor including admission pathways to medical school – results of a German nationwide online survey among medical students in their "Practical Year".
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Selch, Susan, Pfisterer-Heise, Stefanie, Hampe, Wolfgang, and van den Bussche, Hendrik
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MEDICAL students , *MEDICAL school admission , *GENERAL practitioners , *INTERNET surveys , *PHYSICIANS , *MEDICAL laws , *SCHOOL entrance requirements - Abstract
Background: One of the aims of the German student selection network (Studierendenauswahl-Verbund, stav) is to review existing procedures for selecting medical students and to relate their effectiveness to students' career aspirations as well as to their further careers. Against the background of changes in the selection procedures and the introduction of the rural doctor quota (Landarztquote), the study conducted here aims at contributing to the current discussion on the future of GP (general practitioners) care, especially in rural areas. Methods: In 2019 and 2020, the stav conducted a German nationwide online survey among medical students towards the end of their "Practical Year" (Praktisches Jahr, final-year medical students in practical training). The associations between selection parameters and students' interest in later working as a GP as well as students' preference to later work in a place with a low population density were investigated. Furthermore, socio-demographic variables and variables related to medical studies were taken into account. Statistical comparisons were carried out using Chi2- and Mann-Whitney U tests. Results: A total of 1,055 students in their Practical Year (65.4% female, 27 years) completed the survey. As their final professional position, 12.1% aspired to own a GP practice or work as employed GP after completing medical specialist training in general medicine (interested students: 9.9%) or general internal medicine (interested students: 9.5%). Compared to their fellow students, those interested in working as a GP had been more often admitted to medical school via the waiting time quota and had more often already completed vocational training in a medical-related field. 39.1% of those interested in working as a GP wanted to work in a place with a low population density. Coming from a place with a low population density as well as completing the medical internship (Famulatur) for GP care in such a place turned out to be positive influencing factors. Discussion: The observed associations between waiting time quota and interest in working as a GP as well as between origin from a place with a low population density and preferring to later work in such a place go hand in hand with changes in the access regulations for medical studies, which concern both the waiting time quota (abolition of the latter) and a regulation of the number of rural doctors (rural doctor quota). In order to evaluate the current changes in the access regulations for medical studies, longitudinal studies are desirable that cover the time from the application to study up to the medical specialist examination and further career. [ABSTRACT FROM AUTHOR]
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- 2021
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5. Options for Building a Diverse Health Care Workforce.
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Henderson, Mark C. and Aminololama-Shakeri, Shadi
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MEDICAL care , *MEDICAL school admission , *INCOME , *MEDICAL students , *SCHOOL entrance requirements , *LABOR supply - Abstract
The article discusses the challenges of building a diverse health care workforce following a US Supreme Court decision against affirmative action. Topics include the impact of socioeconomic disadvantage on admissions, the advantages of affluent applicants, and the role of the UC Davis Scale in assessing the metaphorical distance traveled by disadvantaged applicants, ultimately advocating for more equitable methods in medical education to address health inequities.
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- 2024
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6. New Health and Medicine Study Findings Recently Were Reported by Researchers at Dow University of Health Sciences (Correlation of Assessment Scores and Performance of Students from Admission to Graduation at Liaquat College of Medicine and...).
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RESEARCH personnel ,GRADUATION (Education) ,SCHOOL entrance requirements ,MEDICAL school admission ,STUDENTS ,MEDICAL schools - Abstract
A recent study conducted at Dow University of Health Sciences in Pakistan aimed to evaluate the predictive value of admission criteria on the academic performance of medical students. The study found that pre-medical scores and medical college entry tests were moderately to strongly correlated with students' overall academic performance in professional examinations. The researchers suggest that these findings can help medical educators identify weak students early on in their medical college years. The study was published in the Journal of University Medical & Dental College. [Extracted from the article]
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- 2024
7. Does conventional early life academic excellence predict later life scientific discovery? An assessment of the lives of great medical innovators.
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Jenkins, D J A, Jayalath, V H, Choo, V L, Viguiliouk, E, Kendall, C W C, Srichaikul, K, Mirrahimi, A, Bernstein, C N, Chang, T M, Gold, P, Haynes, R B, Hollenberg, M D, Lozano, A M, Posner, B I, Ronald, A R, Vranic, M, Wang, Y T, Chiavaroli, L, Souza, R J de, and Nishi, S
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SCIENTIFIC discoveries , *MEDICAL school admission , *SCHOOL entrance requirements , *CHANGE agents , *MEDICAL schools , *EDUCATIONAL innovations - Abstract
Background Perhaps, as never before, we need innovators. With our growing population numbers, and with increasing pressures on our education systems, are we in danger of becoming more rigid and formulaic and increasingly inhibiting innovation? When young can we predict who will become the great innovators? For example, in medicine, who will change clinical practice? Aims We therefore determined to assess whether the current academic excellence approach to medical school entrance would have captured previous great innovators in medicine, assuming that they should all have well fulfilled current entrance requirements. Methods The authors assembled a list of 100 great medical innovators which was then approved, rejected or added to by a jury of 12 MD fellows of the Royal Society of Canada. Two reviewers, who had taken both the past and present Medical College Admission Test as part of North American medical school entrance requirements, independently assessed each innovator's early life educational history in order to predict the innovator's likely success at medical school entry, assuming excellence in all entrance requirements. Results Thirty-one percent of the great medical innovators possessed no medical degree and 24% would likely be denied entry to medical school by today's standards (e.g. had a history of poor performance, failure, dropout or expulsion) with only 24% being guaranteed entry. Even if excellence in only one topic was required, the figure would only rise to 41% certain of medical school entry. Conclusion These data show that today's medical school entry standards would have barred many great innovators and raise questions about whether we are losing medical innovators as a consequence. Our findings have important implications for promoting flexibility and innovation for medical education, and for promoting an environment for innovation in general. [ABSTRACT FROM AUTHOR]
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- 2021
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8. Diversity of the National Medical Student Body - Four Decades of Inequities.
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Morris, Devin B., Gruppuso, Philip A., McGee, Heather A., Murillo, Anarina L., Grover, Atul, and Adashi, Eli Y.
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MEDICAL students , *ETHNIC groups , *MEDICAL school admission , *DIVERSITY in education , *GENDER , *STATISTICS on minorities , *RESEARCH , *RESEARCH methodology , *CULTURAL pluralism , *MEDICAL cooperation , *EVALUATION research , *COMPARATIVE studies , *MEDICAL schools , *SCHOOL entrance requirements - Abstract
A racially and ethnically diverse health care workforce remains a distant goal, the attainment of which is contingent on the inclusivity of the national medical student body. We examined the diversity of medical school applicants and enrollees over the past four decades with an eye toward assessing the progress made. Data on the gender and race or ethnic group of enrollees in all medical doctorate degree-granting U.S. medical schools from 1978 through 2019 were examined. The percentage of female enrollees doubled during this period, and women now constitute more than half the national medical student body. This upturn has been attributed largely to an increase by a factor of 12 in the enrollment of Asian women. The corresponding decrease in the percentage of male enrollees, most notably White men, was offset by an increase by a factor of approximately 5 in the enrollment of Asian men. The percentages of enrollees from Black, Hispanic, and other racial and ethnic groups that are underrepresented in medicine remain well below the percentages of these groups in the national Census. [ABSTRACT FROM AUTHOR]
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- 2021
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9. Early prediction of the risk of scoring lower than 500 on the COMLEX 1.
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Zhong, Qing, Wang, Han, Christensen, Payton, McNeil, Kevin, Linton, Matthew, and Payton, Mark
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MEDICAL school admission ,PEARSON correlation (Statistics) ,RESPIRATORY organs ,MEDICAL students ,CARDIOVASCULAR system ,SCHOOL entrance requirements - Abstract
Background: The Comprehensive Osteopathic Medical Licensing Examination of the United States Level 1 (COMLEX 1) is important for medical students to be able to graduate. There is a glaring need to identify students who are at a significant risk of performing poorly on COMLEX 1 as early as possible so that extra assistance can be provided to those students. Our goal is to produce a reliable predictive model to identify students who are at risk of scoring lower than 500 on COMLEX 1 at the earliest possible time. Methods: Academic data from medical students who matriculated at Rocky Vista University College of Osteopathic Medicine between 2011 and 2017 were obtained. Odds ratios were used to assess the predictors for scoring lower than 500 on COMLEX 1. Correlation with COMLEX 1 scores was assessed with Pearson correlation coefficient. The predictive models were developed by multiple logistic regression, backward logistic regression, and logistic regression with average scores in courses in the first three semesters, and were based on performances on the Medical College Admissions Test (MCAT) before admission, as well as students' performances in preclinical courses during the first three semesters. The models were generated in about 82% of the student performance data and were then validated in the remaining 18% of the data. Results: Odds ratios showed that MCAT scores and final grades in each course in the first three semesters were significant in predicting a score lower than 500 on COMLEX 1. Performances in third-semester courses including Renal System II, Cardiovascular System II, and Respiratory System II were most important in prediction. The three predictive models had sensitivities of 65.8 -71%, and specificities of 83.2 - 88.2% in predicting a score lower than 500 on COMLEX 1. Conclusions: Lower MCAT scores and lower grades in the first three semesters of medical school predict scoring lower than 500 on COMLEX 1. Students who are identified at risk by our models will have a 65.8 -71% chance of actually scoring lower than 500 on COMLEX 1. Those students will have enough time to receive assistance before taking COMLEX 1. [ABSTRACT FROM AUTHOR]
- Published
- 2021
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10. What Influences the Decision to Interview a Candidate for Medical School?
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Dong, Ting, Hutchinson, Jeffrey, Torre, Dario, Durning, Steven J, Artino, Anthony R, Schreiber-Gregory, Deanna, Landoll, Jennifer, Pflipsen, Matthew, Anderson, Denise, and Saguil, Aaron
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MEDICAL school admission , *MEDICAL schools , *GRADE point average , *LOGISTIC regression analysis , *STUDENT health services , *MEDICAL students , *EDUCATIONAL tests & measurements , *LONGITUDINAL method , *SCHOOL entrance requirements - Abstract
Introduction: Holistic review, in which medical schools seek to balance applicant attributes and experiences alongside traditional academic metrics in making admissions decisions, has been in place for over a decade. Medical school applicants and the admissions' community are still trying to understand the impact of holistic review on the composition of those medical schools choose to interview and accept.Materials and Method: The study cohort included all candidates who applied to Uniformed Services University of the Health Sciences (USU) in 2014, 2015, and 2016 (N = 8,920). We conducted logistic regression analysis to examine the associations between the sociodemographic, academic, and military service variables of applicants applying to the School of Medicine and offers for interview.Results: Medical College Admission Test scores and undergraduate grade point averages were important in predicting who would receive an interview. Having military experience, being a woman, and being self-reported African American race also predicted a higher likelihood of receiving an interview invitation. For example, controlling for all other variables in the model, if an applicant had previous military experience, the odds of being invited for interview was about 4 times that of an applicant who had no previous military experience. Leave this for the text and discussion. The resulting pool of interviewed and accepted students more increasingly represented the Military Health Service population served.Conclusions: The use of holistic review generated a class with a composition different from that which would be predicted by Medical College Admission Test and grade point average alone. Further, holistic review produced an interview pool and class more representative of the wider Military Health Service beneficiary population. In the case of USU, holistic review allowed the school to better meet its mission to create a representative class able to "care for those in harm's way." [ABSTRACT FROM AUTHOR]- Published
- 2020
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11. Transition to multiple mini interview (MMI) interviewing for medical school admissions.
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Langer, Tessa, Ruiz, Colby, Tsai, Perry, Adams, Ursula, Powierza, Camilla, Vijay, Ammu, Alvarez, Paul, Beck Dallahan, Gary, and Rahangdale, Lisa
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MEDICAL school admission , *MEDICAL history taking , *SCHOOL entrance requirements , *INTERVIEWING - Abstract
Introduction: The multiple mini interview (MMI) has been incorporated into the holistic review process in the selection of students to US medical schools. The MMI has been used to evaluate interpersonal and intrapersonal attributes which are deemed as necessary for future physicians. We hypothesized that there would be little difference in overall MMI evaluation data compared with traditional interview ratings. Methods: The University of North Carolina School of Medicine developed an interview process that included a traditional interview and MMI format during the 2019 admissions cycle. Evaluation data along with key demographic variables for 608 MD program applicants were analyzed using descriptive and inferential statistical analyses. Results: The MMI format slightly favored female over male applicants (p = 0.002) but did not select for or against applicants based on age, race/ethnicity, underserved/rural area upbringing, or indicators of disadvantage. Out of 608 applicants, 356 (59%) completed a post-interview survey in which the experience was positively rated. Discussion: Based on our experience, the use of a hybrid model of traditional interviews complemented with MMI stations provided greater details in the assessment of medical school applicants while obtaining equivalent data and acceptability amongst applicants. [ABSTRACT FROM AUTHOR]
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- 2020
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12. Selecting top candidates for medical school selection interviews- a non-compensatory approach.
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Shulruf, Boaz, O'Sullivan, Anthony, and Velan, Gary
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SCHOOL choice ,ABILITY testing ,MEDICAL schools ,MEDICAL school admission ,SCHOOL entrance requirements ,MEDICAL students ,COGNITIVE testing - Abstract
Background: Medical schools apply a range of selection methods to ensure that admitted students succeed in the program. In Australia, selection tools typically include measures of academic achievement (e.g. the Australian Tertiary Admission Rank – ATAR) and aptitude tests (e.g. the Undergraduate Medicine and Health Sciences Admissions Test – UMAT). These are most commonly used to determine which applicants are invited for additional selection processes, such as interviews. However, no previous study has examined the efficacy of the first part of the selection process. In particular, are compensatory or non-compensatory approaches more effective in evaluating the outcomes of cognitive and aptitude tests, and do they affect the demographics of students selected for interview? Methods: This study utilised data from consecutive cohorts of mainstream domestic students who applied to enter the UNSW Medicine program between 2013 to 2018. A compensatory ranked selection model was compared with a non-compensatory ranked model. Initially, ATAR marks and UMAT scores for each applicant were ranked within each cohort. In the compensatory model, the mean of the ATAR and UMAT ranks were used to determine the outcome. In the non-compensatory model, the lowest rank of ATAR and UMAT determined the outcome for each applicant. The impact of each model on the gender and socioeconomic status of applicants selected to interview was evaluated across all cohorts. Results: The non-compensatory ranked selection model resulted in substantially higher ATAR and UMAT thresholds for invitation to interview, with no significant effect on the socioeconomic status of the selected applicants. Conclusions: These results are important, demonstrating that it is possible to raise the academic threshold for selection to medicine without having any negative impact on applicants from low socioeconomic backgrounds. Overall, the evidence gathered in this study suggests that a non-compensatory model is preferable for selecting applicants for medical student selection interview. [ABSTRACT FROM AUTHOR]
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- 2020
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13. Exploring the views of successful applicants for medical school about gender medicine using a gender-sensitive video assignment.
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Scholte, Joni K., van der Meulen, Francisca W. M., Teunissen, Theodora A. M., Albers, Mieke, Laan, Roland F. J. M., Fluit, Cornelia R. M. G., and Lagro-Janssen, Antoine L. M.
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MEDICAL school admission ,MEDICAL schools ,GENDER ,MEDICAL students ,SCHOOL entrance requirements ,ADULT learning ,MEDICAL education - Abstract
Background: Sex and gender influence health and disease outcomes, therefore, doctors should be able to deliver gender-sensitive care. To train gender-sensitive doctors, relevant sex and gender differences have to be included in medical education. In order to develop appealing, relevant, and effective education for undergraduate medical students, education should be tailored to students' level and anticipated on their ideas and assumptions. Therefore, we wanted to answer the following research questions: 1. What do aspiring medical students want to learn about gender medicine?; 2. How would they like to learn about gender medicine?; and 3. What are their ideas and assumptions about sex and gender differences in health and disease? Methods: We performed an explorative thematic document analysis of educational assignments made by successful applicants (n = 50) during the selection procedure of their entry into medical school. To test aspirants' capacity for self-directed learning, students were asked to formulate their own study plan after they watched a video that resembled a future practical experience (a consultation with a patient). As the content of this video was gender-sensitive, the assignments of the successful applicants gave us the unique opportunity to examine aspiring medical students' views about gender medicine. Results: Aspiring medical students were eager to start their training to become gender-sensitive doctors. They believed in better care for all patients and thought doctors should obtain gender competences during their medical training. Students preferred to start with acquiring basic biomedical knowledge about differences between men and women and continue their training by developing gender-sensitive communication skills in (simulated) practical settings. Students differed in their interpretation of the gender-sensitive video, some generalized potential differences to all men and all women. Teachers were considered as important role models in learning about gender medicine. Conclusions: We advise medical schools to teach gender medicine from the beginning of medical school, by focusing on sex differences first and adding gender related themes later on in the curriculum. As students may interpret gender-sensitive information differently, structurally embedding reflection on gender medicine with gender competent teachers is necessary. [ABSTRACT FROM AUTHOR]
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- 2020
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14. Pulmonary and critical care fellowship applicants utilization of social media to evaluate programs.
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Dempsey, Timothy M., Pennington, Kelly, Dulohery-Scrodin, Megan, and Ramar, Kannan
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SOCIAL media , *CRITICAL care medicine , *SCHOLARSHIPS , *SCHOOL entrance requirements , *MEDICAL school admission - Published
- 2019
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15. Struggling with strugglers: using data from selection tools for early identification of medical students at risk of failure.
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Li, James, Thompson, Rachel, and Shulruf, Boaz
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MEDICAL students ,MEDICAL school admission ,AT-risk students ,SCHOOL entrance requirements ,GRADE point average ,UNDERGRADUATE programs ,EDUCATIONAL objectives - Abstract
Background: Struggling medical students is an under-researched in medical education. It is known, however, that early identification is important for effective remediation. The aim of the study was to determine the predictive effect of medical school admission tools regarding whether a student will struggle academically. Methods: Data comprise 700 students from the University of New South Wales undergraduate medical program. The main outcome of interest was whether these students struggled during this 6-year program; they were classified to be struggling they failed any end-of-phase examination but still graduated from the program. Discriminate Function Analysis (DFA) assessed whether their pre-admission academic achievement, Undergraduate Medicine Admission Test (UMAT) and interview scores had predictive effect regarding likelihood to struggle. Results: A lower pre-admission academic achievement in the form of Australian Tertiary Admission Rank (ATAR) or Grade Point Average (GPA) were found to be the best positive predictors of whether a student was likely to struggle. Lower UMAT and poorer interview scores were found to have a comparatively much smaller predictive effect. Conclusion: Although medical admission tests are widely used, medical school rarely use these data for educational purposes. The results of this study suggest admission test data can predict who among the admitted students is likely to struggle in the program. Educationally, this information is invaluable. These results indicate that pre-admission academic achievement can be used to predict which students are likely to struggle in an Australian undergraduate medicine program. Further research into predicting other types of struggling students as well as remediation methods are necessary. [ABSTRACT FROM AUTHOR]
- Published
- 2019
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16. Ending legacy to increase medical school diversity.
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MEDICAL schools , *DIVERSITY in education , *MEDICAL school admission , *SCHOOL entrance requirements , *PARENTS - Abstract
Additionally, US medical schools should seek to create more transparent, standardised and objective admissions criteria, as is more common in European medical schools.3 While these changes may not entirely stop legacy from playing a role in medical school admissions, they would certainly be a significant start to doing so. Despite these influences of legacy preference on medical school admissions, some argue that such influences are relatively minimal in the admissions process and thus that legacy need not be addressed. [Extracted from the article]
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- 2021
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17. Longitudinal development of different dimensions of perfectionism in undergraduate medical students with respect to their medical school admission procedure.
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Vogel, Daniela, Seeliger, Helen, and Harendza, Sigrid
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MEDICAL students , *MEDICAL school admission , *SCHOOL entrance requirements , *UNDERGRADUATES , *PERSONALITY , *FACULTY-college relationship , *LEARNING strategies - Abstract
Objective: The concept of perfectionism comprises high standards of performance as needed in medicine, but also concerns about making mistakes and dealing with social reactions about not being perfect. Perfectionism is associated with motivation and deep learning strategies but high expression of perfectionism has been found to be associated with symptoms of stress and anxiety in students. We aim to gain insights into the longitudinal development of different dimensions of perfectionism in medical students with respect to their way of medical school admission. Methods: At the Medical Faculty of Hamburg University, 167 undergraduate medical students completed validated questionnaires (MPS-H and MPS-F) of different dimensions of perfectionism and sociodemographic data including medical school admission procedures, personality traits (BSI-10 and GSE), and symptoms of depression and anxiety (PHQ-9 and GAD-7) at the start of their first year and at half term of their second year. Results: On average, after controlling for baseline and age, a significant decrease (p≤0.05) in Self-Oriented Perfectionism was found during the first two years in students who were admitted after a waiting period (M: -12.57; 95% CI: [-21.94 - -3.35]), by other ways of medical school entrance (M: -6.36; 95% CI: [-12.71 - -0.02]), by multiple mini-interviews (HAM-Int) (M: -5.52; 95% CI: [-9.90 - -1.14]), and by a natural science test (HAM-Nat) (M: -3.41; 95% CI: [-6.71 - -0.11]. Waiting period students also showed a significant longitudinal decline in the scale Personal Standards (M: -4.62; 95% CI: [-8.04 - -1.21]. Conclusions: Since medical students from all admission groups except from the high school degree group showed a significant longitudinal decrease in Self-Oriented Perfectionism, high levels of aspects of perfectionism associated with intrinsic motivation or deep learning strategies could be included medical school admission processes. Additionally, particular attention needs to be paid not to induce a loss of intrinsic motivation or deep learning strategies during undergraduate medical education. [ABSTRACT FROM AUTHOR]
- Published
- 2019
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18. Motivation as an important criterion for graduation among medical students admitted from the waiting list.
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Herbst, Carolin Verena and Müller-Hilke, Brigitte
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MEDICAL students , *MEDICAL school admission , *SCHOOL entrance requirements , *AT-risk students , *STUDENT records , *GRADUATION rate , *PERSONALITY - Abstract
Aim: Graduation rates among medical students who have been admitted to medical school from the waiting list quota are significantly lower than those for medical students who are directly admitted on the basis of their competitive secondary school academic record or through the universities' selection process. The aim of this study was to identify risk factors that can predict a longer length of study or dropping out and potential resilience factors predictive of timely and successful graduation. Method: First, students admitted from the waiting list were asked in qualitative interviews at the beginning of their studies about risk factors connected with dropping out. These students were then followed until completion of the first state medical exam, or at least until the end of their fourth semester. In parallel, personality traits were measured using the NEO Five-Factor Inventory according to Costa and McCrae (NEO-FFI). Successful study was defined as a length of study time lasting four semesters before taking the first section of the state medical exam (Physikum). Serving as indicators for students at risk were a prolonged period of study and dropping out before taking the first state medical examination. Finally, the factors associated with successful study were identified. Results: Students from the waiting list who displayed a stronger than average conscientiousness in their personality and stated being underchallenged in their prior (medicine-related) occupation as the motivation for studying medicine were significantly more often successful than students from the waiting list who displayed a less pronounced conscientious personality and named dissatisfaction with their previous occupation as their motivation to pursue medical study. In addition, successful students were often distinguished by ambition and reported placing high academic demands on themselves. Early failures on exams were found to be predictive of an uncertain course of study at Rostock Medical School. Conclusions: The reason for studying medicine and an ambitious personality appear to be basic predictors of study success and could therefore be considered not only as a selection criterion for admission, but also monitored during the course of study as a predictive marker for prolonged study or drop-out. Regardless how students are selected for admission, medical schools should take a closer look at the academic performance of the enrolled students to identify at-risk students who are failing exams early in the course of study and to adequately advise them on course scheduling, motivation and exam preparation. [ABSTRACT FROM AUTHOR]
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- 2019
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19. A Longitudinal Study of Commonly Used Admissions Measures and Disenrollment from Medical School and Graduate Medical Education Probation or Termination from Training.
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Dong, Ting, Gilliland, William R, Cruess, David, Hutchinson, Jeffrey, Morres, Lisa, Curtis, Jerri, Hewitt-Clarke, Gail-Selina, and Durning, Steven J
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MEDICAL school admission , *MEDICAL education , *GRADUATION rate , *MEDICAL students , *PHYSICIANS , *EDUCATIONAL tests & measurements , *EMPLOYEE selection , *LONGITUDINAL method , *MEDICAL schools , *LOGISTIC regression analysis , *SCHOOL entrance requirements - Abstract
Introduction: This is an empirical study to better understand commonly used medical school admission measures and disenrollment decisions during undergraduate medical education as well as graduate medical education (GME) probation or termination decisions.Materials and Methods: Based on the data of USUHS medical students matriculating between 1998 and 2011 (N = 2,460), we compared medical school graduates and those disenrolled from medical school on MCAT scores, undergraduate BCPM (Biology, Chemistry, Physics, Math) GPA, and undergraduate overall GPA. We also reported more specific reasons for disenrollment decisions. Next, we compared the students who were referred to the student promotion committee (SPC) with other students on these measures. Moving onto GME, we compared trainees who were put on probation or terminated from training with those who were not on MCAT and undergraduate GPA measures. In addition, we examined the association between being referred to the SPC and GME probation or termination.Results: There were 2,347 graduates and 113 disenrolled students from medical school (4.8%). For the disenrolled students, 43 (38.7%) students were disenrolled for exclusively (or primarily) non-academic reasons, and 68 (61.3%) were disenrolled for exclusively (or primarily) academic reasons. The t-tests showed statistically significant differences on the MCAT score of the first attempt (t(2,449) = 7.22, P < 0.01, Cohen's d = 0.70), average MCAT score (t(2,449) = 4.22, P < 0.01, Cohen's d = 0.41), and highest MCAT score (t(2,449) = 3.51, P < 0.01, Cohen's d = 0.34). Logistic regression model selection also revealed that the best predictor for disenrollment was the first MCAT score (exp(b) = 0.83, 95% CI = (0.78, 0.88)). No significant differences on these measures were found from the group comparisons on SPC and GME probation or termination. There was no significant association between SPC appearance and GME probation or termination.Conclusions: Academic difficulties, especially in the basic sciences, appear to be the most common factor for disenrollment from medical school. These students also had lower MCAT scores, particularly on the first attempt. The MCAT performance indicators and undergraduate GPA were consistently lower, but not statistically significant, for those who appeared before SPC or were put on probation or terminated from training during GME. [ABSTRACT FROM AUTHOR]- Published
- 2018
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20. New Academic Medicine Study Findings Recently Were Reported by a Researcher at Stanford University (Medical School Admissions: Focusing on Producing a Physician Workforce That Addresses the Needs of the United States).
- Subjects
SCHOOL entrance requirements ,PHYSICIANS ,LABOR supply ,MEDICAL school admission ,PHYSICIAN supply & demand - Abstract
Keywords: Academic Medicine; Health and Medicine EN Academic Medicine Health and Medicine 2970 2970 1 09/19/23 20230922 NES 230922 2023 SEP 22 (NewsRx) -- By a News Reporter-Staff News Editor at Health & Medicine Week -- Current study results on academic medicine have been published. For more information on this research see: Medical School Admissions: Focusing on Producing a Physician Workforce That Addresses the Needs of the United States. [Extracted from the article]
- Published
- 2023
21. Recent Findings in Medical Education Described by Researchers from McMaster University (A brief report of aspiring medical student perceptions and behaviours concerning research experiences for selection into Canadian medical schools).
- Subjects
MEDICAL students ,MEDICAL schools ,PSYCHOLOGY of students ,MEDICAL education ,HEALTH occupations students ,MEDICAL school admission ,SCHOOL entrance requirements - Abstract
Keywords for this news article include: McMaster University, Medical Students, Medical Education, Health and Medicine, Health Occupations Students. Education, Health Occupations Students, Health and Medicine, Medical Education, Medical Students Keywords: Education; Health Occupations Students; Health and Medicine; Medical Education; Medical Students EN Education Health Occupations Students Health and Medicine Medical Education Medical Students 4205 4205 1 08/14/23 20230818 NES 230818 2023 AUG 18 (NewsRx) -- By a News Reporter-Staff News Editor at Health & Medicine Week -- Research findings on medical education are discussed in a new report. [Extracted from the article]
- Published
- 2023
22. First experience with multiple mini interview for medical school admission in Brazil: Does it work in a different cultural scenario?
- Author
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Daniel-Filho, Durval Anibal, Pires, Elda Maria Stafuzza Gonçalves, Paes, Angela Tavares, Troster, Eduardo Juan, Silva, Simone Cristina Azevedo B. S., Granato, Mariana Fachini, Couto, Thomaz Bittencourt, Barreto, Joyce Kelly Silva, Campos, Alexandre Holthausen, Monte, Julio C. Martins, and Schvartsman, Claudio
- Subjects
- *
MEDICAL school admission , *INTERVIEWING , *ADULTS , *HIGHER education , *SCHOOL admission , *CULTURE , *EXPERIENTIAL learning , *MEDICAL schools , *QUESTIONNAIRES , *RELIABILITY (Personality trait) , *WORK , *SCHOOL entrance requirements , *EDUCATION theory , *CROSS-sectional method - Abstract
Purpose: Evaluation of non-cognitive skills never has been used in Brazil. This study aims to evaluate Multiple Mini Interviews (MMI) in the admission process of a School of Medicine in São Paulo, Brazil. Methods: The population of the study comprised 240 applicants summoned for the interviews, and 96 raters. MMI contributed to 25% of the applicants' final grade. Eight scenarios were created with the aim of evaluating different non-cognitive skills, each one had two raters. At the end of the interviews, the applicants and raters described their impressions about MMI. The reliability of the MMI was analyzed using the Theory of Generalization and Many-Facet Rasch Model (MFRM). Results: The G-study showed that the general reliability of the process was satisfactory (coefficient G = 0.743). The MMI grades were not affected by the raters' profile, time of interview (p = 0.715), and randomization group (p = 0.353). The Rasch analysis showed that there was no misfitting effects or inconsistent stations or raters. A significant majority of the applicants (98%) and all the raters believed MMIs were important in selecting students with a more adequate profile to study medicine. Conclusions: The general reliability of the selection process was excellent, and it was fully accepted by the applicants and raters. [ABSTRACT FROM AUTHOR]
- Published
- 2017
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23. A multi-site study on medical school selection, performance, motivation and engagement.
- Author
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Wouters, A., Croiset, G., Schripsema, N., Cohen-Schotanus, J., Spaai, G., Hulsman, R., Kusurkar, R., Schripsema, N R, Spaai, G W G, Hulsman, R L, and Kusurkar, R A
- Subjects
MEDICAL school admission ,MEDICAL education ,ACADEMIC motivation ,ACADEMIC achievement ,MEDICAL students ,SELF-determination theory ,HIGHER education ,YOUNG adults ,MEDICAL schools ,AGE distribution ,COGNITION ,COMPARATIVE studies ,EDUCATIONAL tests & measurements ,INTERVIEWING ,RESEARCH methodology ,MEDICAL cooperation ,MOTIVATION (Psychology) ,RESEARCH ,SEX distribution ,ACHIEVEMENT ,SOCIOECONOMIC factors ,EVALUATION research ,SCHOOL entrance requirements ,CROSS-sectional method ,STANDARDS - Abstract
Medical schools seek ways to improve their admissions strategies, since the available methods prove to be suboptimal for selecting the best and most motivated students. In this multi-site cross-sectional questionnaire study, we examined the value of (different) selection procedures compared to a weighted lottery procedure, which includes direct admission based on top pre-university grade point averages (≥8 out of 10; top-pu-GPA). We also considered whether students had participated in selection, prior to being admitted through weighted lottery. Year-1 (pre-clinical) and Year-4 (clinical) students completed standard validated questionnaires measuring quality of motivation (Academic Self-regulation Questionnaire), strength of motivation (Strength of Motivation for Medical School-Revised) and engagement (Utrecht Work Engagement Scale-Student). Performance data comprised GPA and course credits in Year-1 and clerkship performance in Year-4. Regression analyses were performed. The response rate was 35% (387 Year-1 and 273 Year-4 students). Top-pu-GPA students outperformed selected students. Selected Year-1 students reported higher strength of motivation than top-pu-GPA students. Selected students did not outperform or show better quality of motivation and engagement than lottery-admitted students. Participation in selection was associated with higher engagement and better clerkship performance in Year-4. GPA, course credits and strength of motivation in Year-1 differed between students admitted through different selection procedures. Top-pu-GPA students perform best in the medical study. The few and small differences found raise questions about the added value of an extensive selection procedure compared to a weighted lottery procedure. Findings have to be interpreted with caution because of a low response rate and small group sizes. [ABSTRACT FROM AUTHOR]
- Published
- 2017
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24. Use and ornament: expanding validity evidence in admissions.
- Author
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Kulasegaram, Kulamakan
- Subjects
MEDICAL school admission ,MEDICAL education ,ACADEMIC motivation ,UK Clinical Aptitude Test ,EDUCATION of minorities ,HIGHER education ,YOUNG adults ,PSYCHOLOGY of medical students ,PERSONALITY tests ,RESEARCH evaluation ,SCHOOL entrance requirements ,STANDARDS - Published
- 2017
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25. Have admissions committees considered all the evidence?
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Hecker, Kent and Norman, Geoff
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MEDICAL school admission ,COMMITTEES ,MEDICAL education ,MEDICAL personnel ,ACADEMIC achievement ,HIGHER education ,YOUNG adults ,PSYCHOLOGY of medical students ,PERSONALITY tests ,RESEARCH evaluation ,SCHOOL entrance requirements ,STANDARDS - Published
- 2017
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26. Participation and selection effects of a voluntary selection process.
- Author
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Schripsema, Nienke, Trigt, Anke, Lucieer, Susanna, Wouters, Anouk, Croiset, Gerda, Themmen, Axel, Borleffs, Jan, Cohen-Schotanus, Janke, Schripsema, Nienke R, van Trigt, Anke M, Lucieer, Susanna M, Themmen, Axel P N, and Borleffs, Jan C C
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MEDICAL school admission ,MEDICAL students ,LOGISTIC regression analysis ,ACADEMIC achievement ,PROFESSIONALISM ,HIGHER education ,YOUNG adults ,MEDICAL schools ,EDUCATIONAL tests & measurements ,ACHIEVEMENT ,SCHOOL entrance requirements ,STANDARDS - Abstract
Many different medical school selection processes are used worldwide. In this paper, we examine the effect of (1) participation, and (2) selection in a voluntary selection process on study performance. We included data from two cohorts of medical students admitted to Erasmus MC, Rotterdam and VUmc, Amsterdam, The Netherlands and compared them to previously published data from Groningen medical school, The Netherlands. All included students were admitted based on either (1) a top pre-university grade point average, or (2) a voluntary selection process, or (3) weighted lottery. We distinguished between lottery-admitted students who had participated in the voluntary selection process and had been rejected, and lottery-admitted students who had not participated. Knowledge test scores, study progress, and professionalism scores were examined using ANCOVA modelling, logistic regression, and Bonferroni post hoc multiple-comparison tests, controlling for gender and cohort. For written test grades, results showed a participation effect at Groningen medical school and Erasmus MC (p < 0.001), and a selection effect at VUmc (p < 0.05). For obtained course credits, results showed a participation effect at all universities (p < 0.01) and a selection effect at Groningen medical school (p < 0.005). At Groningen medical school, a participation effect seemed apparent in on time first-year completion (p < 0.05). Earlier reported selection and participation effects in professionalism scores at Groningen medical school were not apparent at VUmc. Top pre-university students performed well on all outcome measures. For both the participation effect and the selection effect, results differed between universities. Institutional differences in curricula and in the design of the selection process seem to mediate relations between the different admissions processes and performance. Further research is needed for a deeper understanding of the influence of institutional differences on selection outcomes. [ABSTRACT FROM AUTHOR]
- Published
- 2017
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27. A research agenda for establishing the validity of non-academic assessments of medical school applicants.
- Author
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Kreiter, Clarence and Kreiter, Clarence Dennis
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TEST validity ,COGNITIVE Levels Test ,COGNITIVE Abilities Test ,MEDICAL school applicants ,MEDICAL school admission ,ACADEMIC achievement ,MEDICAL education ,HIGHER education ,DECISION making ,EDUCATIONAL tests & measurements ,MEDICAL schools ,MEDICAL students ,PSYCHOLOGY of medical students ,SCHOOL entrance requirements - Abstract
The author discusses aspects of the validity and fairness of non-academic assessments for admission to medical education. Topics include the well-designed cognitive assessments for choosing high performing students to study medicine, impact of cognitive ability and academic achievement in educational and professional outcomes, and improvement in education and employment.
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- 2016
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28. The Policy Argument for Healthcare Workforce Diversity.
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Mensah, Michael, Sommers, Benjamin, Mensah, Michael O, and Sommers, Benjamin D
- Subjects
- *
AFFIRMATIVE action programs , *DIVERSITY in the workplace , *MEDICAL schools , *PRIMARY care , *HEALTH equity , *HEALTH services accessibility , *MEDICAL school admission , *MEDICAL policy laws , *MEDICAL education , *MEDICAL laws , *MEDICAL personnel , *HEALTH policy , *LEGAL status of minorities , *PHYSICIANS , *CULTURAL pluralism , *LEGAL status of medical students , *SCHOOL entrance requirements , *EDUCATIONAL law & legislation - Abstract
This perspectives article considers the potential implications an affirmative action ban would have on patient care in the US. A physician's race and ethnicity are among the strongest predictors of specialty choice and whether or not a physician cares for Medicaid and uninsured populations. Taking this into account, research suggests that an affirmative action ban in university admissions would sharply reduce the supply of primary care physicians to Medicaid and uninsured populations over the coming decade. Our article compares current conditions to the potential effect of an affirmative action ban by projecting how many future medical students will become primary care physicians for Medicaid and uninsured patients by 2025. Based on previous evidence and current medical student training patterns, we project that a ban could deny primary care access for 1.25 million of our nation's most vulnerable patients, considerably worsening existing healthcare disparities. More broadly, we argue that the effects of eliminating affirmative action would be fundamentally contrary to the Association of American Medical Colleges' stated goal of medical education-"to improve the health of all." [ABSTRACT FROM AUTHOR]
- Published
- 2016
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29. Selection criteria for students of medical colleges should reflect needs of the country-Javed Akram.
- Subjects
- *
SCHOOL entrance requirements , *MEDICAL school admission , *PHYSICAL fitness , *SCHOOL admission , *EDUCATIONAL standards - Published
- 2018
30. Longitudinal assessment of the impact of the use of the UK clinical aptitude test for medical student selection.
- Author
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Mathers, Jonathan, Sitch, Alice, and Parry, Jayne
- Subjects
- *
MEDICAL school admission , *ABILITY testing , *CONFIDENCE intervals , *ETHNIC groups , *LONGITUDINAL method , *MEDICAL students , *PROBABILITY theory , *SEX distribution , *SOCIAL classes , *WHITE people , *MULTIPLE regression analysis , *SOCIOECONOMIC factors , *SCHOOL entrance requirements , *PRE-tests & post-tests , *DATA analysis software , *DESCRIPTIVE statistics , *ODDS ratio ,STUDY & teaching of medicine - Abstract
Context Medical schools are increasingly using novel tools to select applicants. The UK Clinical Aptitude Test ( UKCAT) is one such tool and measures mental abilities, attitudes and professional behaviour conducive to being a doctor using constructs likely to be less affected by socio-demographic factors than traditional measures of potential. Universities are free to use UKCAT as they see fit but three broad modalities have been observed: 'borderline', 'factor' and 'threshold'. This paper aims to provide the first longitudinal analyses assessing the impact of the different uses of UKCAT on making offers to applicants with different socio-demographic characteristics. Methods Multilevel regression was used to model the outcome of applications to UK medical schools during the period 2004-2011 (data obtained from UCAS), adjusted for sex, ethnicity, schooling, parental occupation, educational attainment, year of application and UKCAT use (borderline, factor and threshold). Results The three ways of using the UKCAT did not differ in their impact on making the selection process more equitable, other than a marked reversal for female advantage when applied in a 'threshold' manner. Our attempt to model the longitudinal impact of the use of the UKCAT in its threshold format found again the reversal of female advantage, but did not demonstrate similar statistically significant reductions of the advantages associated with White ethnicity, higher social class and selective schooling. Conclusion Our findings demonstrate attenuation of the advantage of being female but no changes in admission rates based on White ethnicity, higher social class and selective schooling. In view of this, the utility of the UKCAT as a means to widen access to medical schools among non-White and less advantaged applicants remains unproven. [ABSTRACT FROM AUTHOR]
- Published
- 2016
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31. A new method for group decision making and its application in medical trainee selection.
- Author
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Kiger, James R and Annibale, David J
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- *
PHYSICIAN training , *MEDICAL school admission , *ALGORITHMS , *DECISION making , *INTERPROFESSIONAL relations , *INTERVIEWING , *JOB satisfaction , *MEDICAL students , *QUESTIONNAIRES , *SATISFACTION , *SCALE analysis (Psychology) , *SCHOLARSHIPS , *STUDENTS , *STUDENT attitudes , *SCHOOL entrance requirements , *COLLEGE teacher attitudes , *DESCRIPTIVE statistics ,STUDY & teaching of medicine - Abstract
Context The problems associated with generating a collaborative ranked preference list represent a common source of dilemma in academic medicine and medical education. Such issues present during the process of choosing among applicants to medical schools, during the selection of postgraduate trainees, and in the course of performance assessments and the prioritising of financial expenditures. Currently, most institutions use pseudo-quantitative methods, such as the averaging of scores awarded on an arbitrary scale. These methods are mathematically problematic and may not accurately reflect group opinion. Methods The present authors developed a novel algorithm for creating a collaborative preference list that generates and sorts a matrix of pairwise comparisons between applicants or choices without placing any reliance on arbitrary Likert scale-type scores. This method achieves equality in influence across individual assessors, as well as transparency and reproducibility. The authors report a case study of their experience using this new algorithm in the 2013 neonatal-perinatal fellowship match. Results When used by this group in the selection of fellowship trainees, the method proposed here allowed for greater efficiency and created a rank-order list that did not require reshuffling or significant debate. A survey of faculty staff and fellows showed much higher levels of satisfaction with the new algorithm and a unanimous desire to use the new algorithm in the future, in preference to a score-based system. Conclusions The algorithm developed and described here may reduce arbitrariness in processes that require the collaborative creation of a preference list. This method may have wide applicability in medical education and training, and beyond. The present authors' experience of using this algorithm during the National Resident Matching Program match showed improved perceptions of fairness, ease of use and efficiency. [ABSTRACT FROM AUTHOR]
- Published
- 2016
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32. Narrative information obtained during student selection predicts problematic study behavior.
- Author
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oude Egbrink, Mirjam G. A. and Schuwirth, Lambert W. T.
- Subjects
- *
MEDICAL school admission , *SELECTIVE admission (School) , *STUDY skills , *INTERVIEWING , *PSYCHOLOGY of medical students , *PROFESSIONAL education , *ACADEMIC achievement , *BEHAVIOR , *CONFIDENCE intervals , *LEARNING , *MEDICAL students , *PROBABILITY theory , *REFLECTION (Philosophy) , *RESEARCH , *RATING of students , *TIME management , *SCHOOL entrance requirements , *MASTERS programs (Higher education) , *RETROSPECTIVE studies , *CASE-control method , *DESCRIPTIVE statistics , *ODDS ratio ,STUDY & teaching of medicine - Abstract
Introduction:Up to now, student selection for medical schools is merely used to decide which applicants will be admitted. We investigated whether narrative information obtained during multiple mini-interviews (MMIs) can also be used to predict problematic study behavior. Methods:A retrospective exploratory study was performed on students who were selected into a four-year research master’s program Physician-Clinical Investigator in 2007 and 2008 (n = 60). First, counselors were asked for the most prevalent non-cognitive problems among their students. Second, MMI notes were analyzed to identify potential indicators for these problems. Third, a case-control study was performed to investigate the association between students exhibiting the non-cognitive problems and the presence of indicators for these problems in their MMI notes. Results:The most prevalent non-cognitive problems concerned planning and self-reflection. Potential indicators for these problems were identified in randomly chosen MMI notes. The case-control analysis demonstrated a significant association between indicators in the notes and actual planning problems (odds ratio: 9.33,p = 0.003). No such evidence was found for self-reflection-related problems (odds ratio: 1.39,p = 0.68). Conclusions:Narrative information obtained during MMIs contains predictive indicators for planning-related problems during study. This information would be useful for early identification of students-at-risk, which would enable focused counseling and interventions to improve their academic achievement. [ABSTRACT FROM PUBLISHER]
- Published
- 2016
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33. Evidence regarding the utility of multiple mini-interview (MMI) for selection to undergraduate health programs: A BEME systematic review: BEME Guide No. 37.
- Author
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Rees, Eliot L., Hawarden, Ashley W., Dent, Gordon, Hays, Richard, Bates, Joanna, and Hassell, Andrew B.
- Subjects
- *
MEDICAL school admission , *INTERVIEWING , *COLLEGE applicants , *MEDICAL students , *SELECTIVE admission (School) , *MEDICAL school administration , *CINAHL database , *ERIC (Information retrieval system) , *HEALTH , *MEDICAL information storage & retrieval systems , *NURSING databases , *PSYCHOLOGY information storage & retrieval systems , *MEDICAL schools , *MEDLINE , *PROBABILITY theory , *SCALE analysis (Psychology) , *STATISTICS , *SYSTEMATIC reviews , *BIBLIOGRAPHIC databases , *NARRATIVES , *SCHOOL admission , *SCHOOL entrance requirements , *MEDICAL coding ,STUDY & teaching of medicine - Abstract
Background: In the 11 years since its development at McMaster University Medical School, the multiple mini-interview (MMI) has become a popular selection tool. We aimed to systematically explore, analyze and synthesize the evidence regarding MMIs for selection to undergraduate health programs. Methods: The review protocol was peer-reviewed and prospectively registered with the Best Evidence Medical Education (BEME) collaboration. Thirteen databases were searched through 34 terms and their Boolean combinations. Seven key journals were hand-searched since 2004. The reference sections of all included studies were screened. Studies meeting the inclusion criteria were coded independently by two reviewers using a modified BEME coding sheet. Extracted data were synthesized through narrative synthesis. Results: A total of 4338 citations were identified and screened, resulting in 41 papers that met inclusion criteria. Thirty-two studies report data for selection to medicine, six for dentistry, three for veterinary medicine, one for pharmacy, one for nursing, one for rehabilitation, and one for health science. Five studies investigated selection to more than one profession. MMIs used for selection to undergraduate health programs appear to have reasonable feasibility, acceptability, validity, and reliability. Reliability is optimized by including 7–12 stations, each with one examiner. The evidence is stronger for face validity, with more research needed to explore content validity and predictive validity. In published studies, MMIs do not appear biased against applicants on the basis of age, gender, or socio-economic status. However, applicants of certain ethnic and social backgrounds did less well in a very small number of published studies. Performance on MMIs does not correlate strongly with other measures of noncognitive attributes, such as personality inventories and measures of emotional intelligence. Discussion: MMI does not automatically mean a more reliable selection process but it can do, if carefully designed. Effective MMIs require careful identification of the noncognitive attributes sought by the program and institution. Attention needs to be given to the number of stations, the blueprint and examiner training. Conclusion: More work is required on MMIs as they may disadvantage groups of certain ethnic or social backgrounds. There is a compelling argument for multi-institutional studies to investigate areas such as the relationship of MMI content to curriculum domains, graduate outcomes, and social missions; relationships of applicants’ performance on different MMIs; bias in selecting applicants of minority groups; and the long-term outcomes appropriate for studies of predictive validity. [ABSTRACT FROM PUBLISHER]
- Published
- 2016
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34. Medical School Admissions - A Movable Barrier to Ending Health Care Disparities?
- Author
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Williams, Winfred W.
- Subjects
- *
HEALTH equity , *MEDICAL school admission , *COVID-19 , *MEDICAL students , *MEDICAL care , *HEALTH services accessibility , *MINORITIES , *HEALTH status indicators , *MEDICAL schools , *SCHOOL entrance requirements - Abstract
The article focuses on the diversity of the National Medical Student Body. Topics discussed include racially and ethnically diverse health care workforce remains a distant goal, the attainment of which is contingent on the inclusivity of the national medical student body; and examined the diversity of medical school applicants and enrollees over the past four decades with an eye toward assessing the progress made.
- Published
- 2021
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35. Faking good in personality and emotional intelligent tests: self-enhancement among a cohort of medical school applicants.
- Author
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Bahri Yusoff, Muhamad Saiful
- Subjects
- *
PERSONALITY tests , *EMOTIONAL intelligence tests , *MEDICAL school admission , *COLLEGE applicants , *SCHOOL entrance requirements - Abstract
Introduction: There is lacking of evidence available in literatures on faking good in personality and emotional intelligent (EI) tests among medical school applicants. Thus more research is required to address the faking good issues in medical context specifically related to student admission. Objective: This study aimed to estimate the prevalence of faking good in personality and EI tests during a high stake situation which was during student selection process. Method: A one-year prospective study was carried out on a cohort of medical school applicants. Data collection was carried out at five different intervals; one measurement at pre-selection (Time 1) and four measurements at post-selection (Time 2 to Time 5). The USMaP-i and USMEQ-i were used to measure personality and EI. Faking good was positive if the scores at Time 1 beyond the 95% CI of average scores of Time 2 to Time 5.Result: The highest prevalence of faking good among personality traits was in conscientiousness (83.1%) and the lowest was in openness (74.1%). The highest prevalence of faking good among EI constructs was in emotional conscientiousness (77%) and the lowest was in emotional awareness (51.7%). About 1.7% of applicants were not faking good at any of the personality dimensions while 11.5% of them were not faking good at any of the EI constructs. About 47.4% faked good at all the personality dimensions and 33.9% faked good at all the EI constructs. Conclusion: The prevalence of faking good in the self-reporting personality and EI tests was high. Certain personality traits and EI constructs were more susceptible to faking good. The personality test was more susceptible to faking good than the EI test. Considering the potential positive impacts of personality and EI on individual performance, alternative ways should be designed to address the faking good issues. [ABSTRACT FROM AUTHOR]
- Published
- 2013
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- View/download PDF
36. Recruiting students for medicine.
- Author
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Geokas, Michael C., Branson, Barbara J., Geokas, M C, and Branson, B J
- Subjects
- *
MEDICAL school admission , *MEDICAL students , *COLLEGE student recruitment , *MEDICAL schools , *VOCATIONAL guidance , *SCHOOL entrance requirements - Abstract
The applicant-to-acceptance ratio in the nation's 127 medical schools has slowly but steadily declined during the last decade to 1.7:1 (60.5% acceptance rate) for the 1987-1988 academic year. The 28,123 applicants in this academic year represent a decrease of 3200 applicants from the previous year. The decline in the number of applicants is even more striking because it occurred despite the welcome increase of female applicants between 1965 to 1988 (36% of the entering class in the 1987-1988 academic year). The laudable changes in the Medical College Admission Test (MCAT) examination, which take effect in 1991, will not solve this problem. We believe that the causes of the flight away from medicine as a career are several and represent the combined effect of changes in the practice of medicine itself and their negative impact on the profession, as well as deeply-seated shifts in values, attitudes, and aspirations among the young people in our society. We discuss several factors concerning the phenomenon in question and offer some suggestions concerning solutions for this important problem. Our goal in this brief essay is to stimulate discussion and awareness among physicians concerning medical school admissions and to galvanize into action the medical profession and other key persons who are keenly interested in high-quality health care for our people. [ABSTRACT FROM AUTHOR]
- Published
- 1989
- Full Text
- View/download PDF
37. UKCAT and medical student selection in the UK – what has changed since 2006?
- Author
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Greatrix, Rachel and Dowell, Jonathan
- Subjects
SCHOOL entrance requirements ,MEDICAL schools ,DENTAL schools ,MEDICAL school admission ,ABILITY testing ,TELEPHONE interviewing - Abstract
Background: The United Kingdom Clinical Aptitude Test (UKCAT) is an aptitude test used since 2006 within selection processes of a consortium of UK medical and dental schools. Since 2006, student numbers have increased in medical training and schools now have an increased focus on widening access. A growing evidence base has emerged around medical student selection (Patterson et al., Med Educ 50:36–60, 2016) leading to changes in practice. However, whilst some papers describe local selection processes, there has been no overview of trends in selection processes over time across Universities. This study reports on how the use of the UKCAT in medical student selection has changed and comments on other changes in selection processes. Methods: Telephone interviews were conducted annually with UKCAT Consortium medical schools. Use of the UKCAT was categorised and data analysed to identify trends over time. Results: The number of schools using the UKCAT to select applicants for interview has risen, with cognitive test results contributing significantly to outcomes at this stage at many universities. Where schools use different weighted criteria (Factor Method), the UKCAT has largely replaced the use of personal statements. Use of the test at offer stage has also increased; the most significant use being to discriminate between applicants at a decision borderline. A growing number of schools are using the UKCAT Situational Judgement Test (SJT) in selection. In 2018, all but seven (out of 26) schools made some adjustment to selection processes for widening access applicants. Multiple Mini Interviews (MMIs) are now used by the majority of schools. Whilst medical student numbers have increased over this time, the ratio of applicants to places has fallen. The probability of applicants being invited to interview or receiving an offer has increased. Conclusions: More medical schools are using the UKCAT in undergraduate selection processes in an increasing number of ways and with increasing weight compared with 2007. It has replaced the use of personal statements in all but a few Consortium medical schools. An increased focus on academic attainment and the UKCAT across medical schools may be leading to the need for schools to interview and make offers to more applicants. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
38. Stake Holders' Opinion of Multiple Mini Interviews (MMI) for Selection of Medical Students in Pakistan.
- Author
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Ali, Sobia, Hashmi, Muhammad Suleman Sadiq, and Shoaib, Syed Hasan
- Subjects
- *
MEDICAL students , *MEDICAL school admission , *SCHOOL entrance requirements , *FREQUENCY standards , *INTERVIEWING , *LIKERT scale - Abstract
Background and Objective: In 2002 Multiple Mini Interview (MMI) was introduced to assess the non-cognitive and/or high cognitive traits. Shalamar Medical and Dental College (SMDC), Lahore encouraged the process of MMI resulting in implementing and piloting the process from 2015. Acceptability is considered as the important aspect to support the validity evidence and since MMI was conducting the very first time in Pakistan for undergraduate admission, it was important to address its acceptability. The objective of this study is to assess the stake holder's acceptability for Multiple Mini Interviews (MMI) for the selection of medical students. Methods: This was a cross-sectional study and data was collected at SMDC Lahore, in years 2015 and 2016. The research sample included candidates who applied for the admission in SMDC and examiners, trained faculty of SMDC involved in process MMI for 2015 and 2016. Acceptability of MMI was determined using post-MMI survey through questionnaire with 5-point Likert scale. Data was analysed using Statistical Package for the Social Sciences (SPSS) 20.0. Demographics were determined. Means, standard deviations and frequencies for each statement of the questionnaire were calculated. Mann-Whitney U-test was applied on the similar statements of the questionnaire among the candidates and examiners for both years separately. Results: In post-MMI survey most of the statements showed more than 80% acceptability for MMI among stake holders for both 2015 and 2016. Comparison of similar statements among candidates and examiners revealed no significant difference except asked about the time duration (5 minutes) was enough to assess the attributes (P=0.003 and P=0.001) for both years 2015 and 2016 respectively. Conclusion: Study provided the evidence of stake holders' (candidates and examiners) acceptability of MMI in medical schools' admission. It reflected that they are contented with the process. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
39. The fiscal and psychic costs of admissions.
- Subjects
MEDICAL school applicants ,MEDICAL school admission ,COST ,INTERVIEWING ,MEDICAL students ,MEDICAL education ,ECONOMICS ,DECISION making ,MANAGEMENT ,MEDICAL schools ,COST analysis ,SCHOOL entrance requirements - Abstract
Argues that interviewing as a means of assessing student applicants for non-cognitive factors entail unnecessary additional costs to health professions schools. Cost of the interviewing tool of choice of North American medical schools; Calculations of costs per applicant; Suggestion to return to a "marks only" policy.
- Published
- 2001
40. When I say... equity.
- Author
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Kuper, Ayelet
- Subjects
- *
FAIRNESS , *MEDICAL education , *MEDICAL school admission , *CURRICULUM planning , *EQUALITY , *ETHICS , *CURRICULUM , *HEALTH services accessibility , *HEALTH status indicators , *CULTURAL pluralism , *SCHOOL entrance requirements ,STUDY & teaching of medicine - Abstract
The author reflects on fairness as it applies to medical education, suggesting that it should be based on equity in which individuals are treated based on his or her abilities. She discusses equity in terms of admissions and medical curriculum, commenting on how medical education institutions can address systematic inequalities in society.
- Published
- 2016
- Full Text
- View/download PDF
41. Medical school admission requirements lock out many Indigenous students.
- Author
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Vogel, Lauren
- Subjects
- *
MEDICAL school admission , *MEDICAL schools , *ABORIGINAL Canadians , *EDUCATION of Native Americans , *SCHOOL entrance requirements - Abstract
The article discusses the need of relax admissions requirements and increase in outreach and supports in Canada for Indigenous students, starting in high school along with the information on the academic and financial demands of health care training.
- Published
- 2018
- Full Text
- View/download PDF
42. Study suggests empathy should be a criteria for medical school admissions.
- Author
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Finnegan, Joanne
- Subjects
SCHOOL entrance requirements ,MEDICAL school admission ,EMPATHY ,MEDICAL students - Published
- 2019
43. Underlying factors in medical school admissions.
- Author
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Schripsema, Nienke R, Trigt, Anke M, Borleffs, Jan C C, and Cohen‐Schotanus, Janke
- Subjects
- *
MEDICAL school admission , *ACADEMIC achievement , *MEDICAL schools , *SCHOOL admission , *SCHOOL entrance requirements - Abstract
A letter to the editor is presented in response to a letter by R. Duvivier, B. Kelly, and M. Veysey printed in the issue in which they discuss an article by the authors on medical school admissions.
- Published
- 2015
- Full Text
- View/download PDF
44. Selection and study performance.
- Author
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Duvivier, Robbert, Kelly, Brian, and Veysey, Martin
- Subjects
- *
MEDICAL school admission , *PROFESSIONAL education , *ACADEMIC achievement , *SCHOOL admission , *SCHOOL entrance requirements ,STUDY & teaching of medicine - Abstract
A letter to the editor is presented in response to the article "Selection and Study Performance: Comparing Three Admission Processes Within One Medical School" by N.R. Schripsema, A.M. van Trigt, J.C.C. Borleffs, and J. Cohen-Schotanus in volume 48 of the periodical.
- Published
- 2015
- Full Text
- View/download PDF
45. A model for medical school application courses: widening access to student preparation.
- Author
-
Ratneswaran, Culadeeban, Mushtaq, Jameel, and Steier, Joerg
- Subjects
- *
MEDICAL school applicants , *MEDICAL school admission , *HIGHER education , *ADULTS , *CHARITY , *EDUCATIONAL tests & measurements , *MEDICAL schools , *ADULT education workshops , *SOCIOECONOMIC factors , *TEACHING methods , *SCHOOL admission , *SCHOOL entrance requirements , *EVALUATION of human services programs - Abstract
The article discusses the use of a philanthropic peer-assisted-learning (PAL) program to prepare prospective medical school students for the application process. The program was designed to help bridge disparities between affluent applicants, who can afford to pay for commercial preparation programs, and applicants from lower socio-economic backgrounds. According to the authors, the PAL model is cost-effective and high-quality. Details on the program's curriculum are also presented.
- Published
- 2015
- Full Text
- View/download PDF
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