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Problem: Medical educators increasingly champion holistic review. However, in U.S. residency selection, holistic review has been difficult to implement, hindered by a reliance on standardized academic criteria such as board scores. Masking faculty interviewers to applicants' academic files is a potential means of promoting holistic residency selection by increasing the interview's ability to make a discrete contribution to evaluation. However, little research has directly analyzed the effects of masking on how residency selection committees evaluate applicants. This mixed-methods study examined how masking interviews altered residency selection in an anesthesiology program at a large U.S. academic medical center. Intervention: During the 2019–2020 residency selection season in the University of Pennsylvania's Department of Anesthesiology & Critical Care, we masked interviewers to the major academic components of candidates' application files (board scores, transcripts, letters) on approximately half of interview days. The intent of the masking intervention was to mitigate the tendency of interviewers to form predispositions about candidates based on standardized academic criteria and thereby allow the interview to make a more independent contribution to candidate evaluation. Context: Our examination of the masking intervention used a concurrent, partially mixed, equal-status mixed-methods design guided by a pragmatist approach. We audio-recorded selection committee meetings and qualitatively analyzed them to explore how masking affected the process of candidate evaluation. We also collected independent candidate ratings from interviewers and consensus committee ratings and statistically compared ratings of candidates interviewed on masked days to ratings from conventional days. Impact: In conventional committee meetings, interviewers focused on how to reconcile academic metrics and interviews, and their evaluations of interviews were framed according to predispositions about candidates formed through perusal of application files. In masked meetings, members instead spent considerable effort evaluating candidates' "fit" and whether they came off as tactful. Masked interviewers gave halting opinions of candidates and sometimes pushed for committee leaders to reveal academic information, leading to masking breaches. Higher USMLE Step 1 score and higher medical school ranking were statistically associated with more favorable consensus rating. We found no significant differences in rating outcomes between masked and conventional interview days. Lessons learned: Elimination of academic metrics during the residency interview phase does not straightforwardly promote holistic review. While critical reflection among medical educators about the fairness and utility of such metrics has been productive, research and intervention should focus on the more proximate topic of how programs apply academic and other criteria to evaluate applicants. [ABSTRACT FROM AUTHOR]

The process of selecting a major is a critical stage for students because it can influence their motivation and learning outcomes while attending school, especially at Vocational High Schools (SMK). This challenge is becoming more significant with the emergence of many new schools in various cities and districts in Indonesia, especially in DKI Jakarta Province. Prospective students often choose majors not based on personal interests, which can then result in lower grades, especially in productive subjects or certain competencies. To overcome this problem, a major suitability system is needed that can provide recommendations based on student abilities through certain attributes. In this research, a department suitability classification process was carried out using the Naive Bayes and kNearest Neighbor methods using data from 238 tenth grade (X) students for the 2023/2024 academic year, which included 9 relevant attributes. The testing process was carried out with a composition of training data and test data in five comparisons, namely 90:10, 80:20, 70:30, 60:40, and 50:50. The research results show that the 80:20 composition provides the best results, with k-Nearest Neighbor achieving recall, accuracy and precision levels of 100%. On the other hand, the Naive Bayes Classifier produces a recall rate of 61%, with an accuracy of 73%. These results indicate that k-Nearest Neighbor is superior in predicting major suitability compared to Naive Bayes under these conditions. [ABSTRACT FROM AUTHOR]

Introduction: Due to the COVID‐19 pandemic, the Undergraduate Medical Doctor (MD) Programme at McMaster University (Hamilton, Canada) was unable to run in‐person medical school interviews in March 2020, prompting an alternate solution that maximised admission opportunities for Indigenous applicants, prioritised admission for those rated most highly in the interview determination process, and allocated subsequent offers via lottery. Methods: A short survey was administered to applicants who had been offered an admissions interview and were subsequently impacted by the admissions adaptations. The survey elicited perceptions of the adaptation through Likert scale ratings and free‐text responses. Survey data were analysed via a sequential (quantitative to qualitative) mixed‐methods design. Results: 196 of 552 potential participants completed the survey. Across quantitative and qualitative analyses, respondents reported that the adaptation had a negative impact on their professional development and personal life. Ratings of negative perception were greater for those who did not receive an offer than for those who accepted or declined an offer. Free text responses emphasised considerable criticism for the lottery portion of the adaptation and displeasure that efforts made in constructing applications were less relevant than anticipated. Discussion: The negative responses to this unexpected change highlight the profound upstream impact admission policies have on the preapplication behaviours of aspiring medical students. The outcomes support a refined understanding of the value candidates place on the interview in appraising their own suitability for a career as a physician. [ABSTRACT FROM AUTHOR]

Background. There is a shortage of qualified healthcare workers in South Africa (SA), as well as a maldistribution between urban and rural areas. Research has shown that health professionals of rural origin are more likely to live and work in rural areas than their urban colleagues. It has been recommended that student selection policies of higher education institutions should prioritise applicants from rural and remote areas to address the urban-rural maldistribution of graduates and to redress historical equity issues. However, university students in SA have high attrition and low graduation rates. The Umthombo Youth Development Foundation (UYDF) recruits and supports rural-origin health science students, who completed Grade 12 at a rural school, to address staff shortages in rural areas. Objectives. To report on the throughput rates (percentage of cohort who graduate) and time to completion (number of years taken to graduate) of eight cohorts of UYDF-supported rural-origin health science students. Methods. A total of 388 student records from the 2008 - 2015 cohorts, covering 17 different health science disciplines, were analysed, and throughput rates and time to completion for the different cohorts and health science disciplines were calculated. Throughput rates and time to completion were also calculated for 3-year, 4-year and 6-year qualifications. Results. Throughput for the 2008 - 2015 cohorts ranged between 82% (2010 cohort) and 100% (2009 cohort). For 3-year qualifications, five cohorts had 100% throughput and one cohort 50% throughput. For 4-year qualifications, throughput ranged from 75% (2010 cohort) to 100% (2009 cohort). For medical students (6-year qualification), throughput ranged from a low of 81% (2014 cohort) to 100% in two cohorts (2008 and 2009). More female students (n=29) were excluded than male students (n=14). With regard to time to completion, over the eight cohorts 68% of students completed in the minimum time, 23% needed 1 additional year, 6% an additional 2 years, 2% an additional 3 years, and 1% an additional 4 years. For 4-year qualifications, 58% of students completed in the minimum time, 28% needed 1 additional year, 9% needed 2 additional years, 4% needed 3 additional years, and 1% needed an additional 4 years. Of medical students, 76% completed in the minimum time, 19% needed 1 additional year, and 98% had completed after 2 additional years. Discussion. The UYDF students studying for 3-year and 4-year qualifications exceeded the national throughput rates in seven of eight cohorts. UYDF medical students exceeded the national statistics in four cohorts, had similar throughputs in two cohorts, and had lower throughputs than the national statistics in two cohorts. Overall, 91% of UYDF students across the eight cohorts completed in the minimum time plus 1 additional year, exceeding the national statistics. Conclusion. The relatively high throughput rates compared with the national statistics highlight the academic ability of rural-origin health science students and provide hope that national shortages of healthcare workers may be addressed if there is an investment in such students. [ABSTRACT FROM AUTHOR]

It is desirable that public health education institutions should ensure the placement of their students in relevant organisations by establishing placement systems and processes. This would help them to achieve the goal of enhancing public health through capacity building. The present study was conducted using survey design, and purposive sampling was used to contact institutions delivering postgraduate level public health education programmes in India. Eighty institutes across India were contacted, out of which 26 institutions participated in the study. The study identified placement initiatives undertaken by various institutions. Institutions are engaged in establishing placement cell; engaging faculty, students, alumni and external contacts in placement process; organising alumni meet and employers' meet, campus recruitment activities and are also involved in research related to placement. However, these initiatives need to be synchronised so as to effectively strategise the placements. In order to facilitate the placement of graduates effectively, public health education institutions should establish placement systems and processes. The first step in this regard can be creating standard operating procedures (SOPs), which can be referred to as a guiding document by the placement cell. The study brings value to the public health education institutions to adopt a systematic approach towards placement of its graduates. [ABSTRACT FROM AUTHOR]

Medical education is primarily based on practical schooling and the accumulation of experience and skills, which is important for the growth and development of young ophthalmic surgeons. However, present learning and refresher methods are constrained by several factors. Nevertheless, virtual reality (VR) technology has considerably contributed to medical training worldwide, providing convenient and practical auxiliary value for the selection of students' sub-majors. Moreover, it offers previously inaccessible surgical step training, scenario simulations, and immersive evaluation exams. This paper outlines the current applications of VR immersive teaching methods for ophthalmic surgery interns. [ABSTRACT FROM AUTHOR]

This literature review investigates tools used to assess self-regulation at school entry and to inform recommendations for use in Aotearoa New Zealand. We were particularly interested in identifying self-regulation screening tools that had been developed from Indigenous frameworks to enhance likelihood of culturally empowering assessment. APA PsycInfo and Clarivate Web of Science databases were searched for articles on self-regulation screening at school entry. Screening tools were included if they met the following criteria: available in English or te reo Māori (the two predominant written languages of Aotearoa New Zealand); appropriate for children aged 5–6 years; and focus on self-regulation or contain a component assessing self-regulation. 39 screening tools which met the criteria were identified. Overall, most tools were developed from a Euro-American perspective and many were deficit- and/or clinically-focused. Issues with translating screening tools to other cultures are discussed, specifically in the context of Aotearoa New Zealand. [ABSTRACT FROM AUTHOR]

This research deals with the the kinds of errors of the first semester students of Elementary School Teacher Education Study Program of Palopo Cokroaminoto University mostly do in their writing. The population of this research is the first semester students of Elementary School Teacher Education Study Program of Palopo Cokroaminoto University in academic year 2023. The total number of populations was 200 students. The researcher applied the purposive sampling technique and there are 20 students as sample. Writing test is the instrument of this research. Based on the findings and discussion in the previous chapter, the researcher concludes the kinds of errors of the first semester students of Elementary School Teacher Education Study Program of Palopo Cokroaminoto University mostly do in their writing is selection. It can be proven by the kinds of error made by the students are selection error (21 errors or 53.84%), omission error (9 errors or 23.07%), and addition error (9 errors or 23.07%). [ABSTRACT FROM AUTHOR]

Introduction: Current legislation leaves Oral Health Professional (OHP) education open to wide interpretation and may result in significant variation in educational practice and resultant professional attributes across Europe. Data regarding the current state of OHP education across Europe is limited. The aim of Part 1 of this series is to provide programme‐level data for Primary Dental Degree Programmes, Dental Hygiene and Postgraduate Education. Methods: A 91‐item questionnaire was developed following the Delphi method. The questionnaire and the Articulate glossary of OHP education terms were developed concurrently to facilitate a common understanding of language. Piloting was performed in multiple stages and included institutions internal and external to the research group. The questionnaire was uploaded online and converted to a data hub, allowing dental schools to control their own data and update the data provided whenever they wish. All ADEE member schools (n = 144) were invited to provide data. Forty questions relating to school details, Primary Dental Degree Programmes, Dental Hygiene and Postgraduate Education were included in this part of the series. Results: Seventy‐one institutions from 25 European countries provided data between June 2021 and April 2023, which represents a response rate of 49.3% of ADEE members. Programme‐level data for Primary Dental Degree Programmes, Dental Hygiene and Postgraduate Education is presented including programme length, funding, languages and fees, student numbers and demographics, student admission and selection processes and permission to practice after graduation. Conclusion: This series of papers, as far as the authors are aware, are the first attempts to build a comprehensive picture of the current state of OHP education in Europe. A comprehensive view of the state of OHP education in Europe is not yet available but the O‐Health‐Edu data hub provides a means for all education providers in Europe to contribute data to reach this goal. It is anticipated that the data hub will be updated and built upon over time to continually establish a clearer picture of the state of OHP education in Europe. [ABSTRACT FROM AUTHOR]

This study aims to reflect on the practice of self-assessment at the Salesian School, as an innovation, in view of the quality of teaching. Through bibliographical research, with the review of the ideas of several renowned theorists, it is concluded that, traditionally, evaluation processes are understood, almost exclusively, as itineraries for verification, selection and classification of students. However, reflections on self-assessment discuss such itineraries as integrated processes that aim to develop learning, not being static, but procedural, cyclical and continuous. In this scenario, it is worth thinking about how to improve these itineraries with the aim of developing student autonomy and meaningful learning, especially when it is an ally to school management, which aims to achieve successful learning as a service to society. [ABSTRACT FROM AUTHOR]

Copyright of Psychology, Society & Education is the property of Psychology, Society & Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Although medical education is affected by numerous blind spots, there is limited evidence to determine which blind spots to prioritize. In summer 2022, we surveyed stakeholders from U.S. medical education who had identified 9 domains and 72 subdomains of blind spots. Respondents used 4-point Likert-type scales to rate the extent and magnitude of problems caused for each domain and subdomain. Respondents also provided comments for which we did content analysis. A total of 23/27 (85%) stakeholders responded. The majority of respondents rated each blind spot domain as moderate-major in both extent and problems they cause. Patient perspectives and voices that are not heard, valued, or understood was the domain with the most stakeholders rating extent (n = 20, 87%) and problems caused (n = 23, 100%) as moderate or major. Admitting and selecting learners likely to practice in settings of highest need was the subdomain with the most stakeholders rating extent (n = 21, 91%) and problems caused (n = 22, 96%) as moderate or major. Respondents' comments suggested blind spots may depend on context and persist because of hierarchies and tradition. We found blind spots differed in relative importance. These data may inform further research and direct interventions to improve medical education. [ABSTRACT FROM AUTHOR]

Context: Evidence suggesting the benefits of compassionate, person‐centred care, for both patients and physicians is accruing. Medical selection, for example, aims to choose future health professionals that possess the correct attitudes, beliefs and personal attributes to deliver such care. Moreover, once in training, these desirable personal qualities should be developed and maintained, sometimes in the face of adverse health care service conditions. However, advances in selecting for, and developing, these abilities and attributes in health care have been hindered by a lack of clarity regarding how the relevant skills and traits should be defined, measured, developed and maintained in clinicians. Methods: In this article, we demonstrate how developments in the emotional intelligence (EI) field can be applied to the challenge of selecting for, and developing, relevant interpersonal care skills in medical students and physicians. The concept of EI itself has been somewhat controversial. However, a more nuanced understanding of EI has evolved in the light of research findings that can be applied to medical selection and education. Specifically, we propose modifications to the existing 'cascading' model of EI. This model identifies, and relates, several key socioemotional skills and traits that could be considered as 'the elementary particles' of EI required to deliver compassionate, person‐centred care. Conclusions: Our model of EI, which is relevant to care delivery, identifies putative targets for both medical selection and training. Selection for medical school and subsequent clinical education should focus on screening out those with low levels of the traits and abilities less amenable to training. Conversely, medical education should be concerned with developing and maintaining the socioemotional skills, attitudes and behaviours critical to the delivery of compassionate, person‐centred care. This is especially important for specialties characterised by high levels of emotional labour and possible resultant compassion fatigue. This Cross‐cutting Edge article draws on emotional intelligence research to look again at the socioemotional traits and abilities that are required for clinicians to sustainably deliver person‐centred care. [ABSTRACT FROM AUTHOR]

INTRODUCTION: Gender inequality has been prevalent in the history of medicine, specifically within surgical specialties. Though there have been advances, urology has remained overwhelmingly male-dominant, with slow growth in female recruitment. This survey study evaluated whether gender-related differences in the perception of urology are present among future applicants that could account for gender disparity seen in recruitment. METHODS: An anonymized, online survey was distributed to medical students enrolled at the Max Rady College of Medicine during the 2022-2023 semester. Attracting and deterring survey statements were created using current literature to guide topics of interest. Participants rated each statement using a five-point Likert scale with optional supplemental qualitative responses. Likert ratings were compared using a Mann-U-Whitney calculation between selfidentifying male and female participants. RESULTS: We received 90 responses over six weeks, achieving a response rate of 23%. Female students, compared to their male peers, were deterred by factors such as working in a male-dominated specialty (p<0.001) and working with primarily male patients (p<0.001). There were no significant gender-related differences for statements pertaining to interest in surgery, work-life balance, or exposure to urology. CONCLUSIONS: In this survey study, the biggest deterrents reported by female medical students to entering urology were working in a male-dominated profession and seeing primarily male patients. There were no significant gender-related differences for questions relating to interest in surgery, work-life balance, and exposure to urology. [ABSTRACT FROM AUTHOR]

Objective The objective of this study was to compare the lexical sophistication of personal statements submitted by professional physical therapist education program applicants with those generated by OpenAI's Chat Generative Pretrained Transformer (ChatGPT). Methods Personal statements from 152 applicants and 20 generated by ChatGPT were collected, all in response to a standardized prompt. These statements were coded numerically, then analyzed with recurrence quantification analyses (RQAs). RQA indices including recurrence, determinism, max line, mean line, and entropy were compared with t -tests. A receiver operating characteristic curve analysis was used to examine discriminative validity of RQA indices to distinguish between ChatGPT and human-generated personal statements. Results ChatGPT-generated personal statements exhibited higher recurrence, determinism, mean line, and entropy values than did human-generated personal statements. The strongest discriminator was a 13.04% determinism rate, which differentiated ChatGPT from human-generated writing samples with 70% sensitivity and 91.4% specificity (positive likelihood ratio = 8.14). Personal statements with determinism rates exceeding 13% were 8 times more likely to have been ChatGPT than human generated. Conclusion Although RQA can distinguish artificial intelligence (AI)-generated text from human-generated text, it is not absolute. Thus, AI introduces additional challenges to the authenticity and utility of personal statements. Admissions committees along with organizations providing guidelines in professional physical therapist education program admissions should reevaluate the role of personal statements in applications. Impact As AI-driven chatbots like ChatGPT complicate the evaluation of personal statements, RQA emerges as a potential tool for admissions committees to detect AI-generated statements. [ABSTRACT FROM AUTHOR]

The desire to work in the nursing profession has recently been identified as an important aspect to consider in the selection process of nursing students but very little is known about nursing applicants' or students' desire to work in nursing. The study aimed to describe and explain the desire of undergraduate nursing applicants to work in nursing. A cross-sectional study design. The Desire to Work in Nursing Instrument was used to collect the data. All nursing applicants (N = 974) who took part in an entrance examination organised in six Universities in October 2018 were eligible to participate. Eight Hundred and Forty-one applicants (response rate 86%, 102 males) participated in the study. Statistical analysis included the use of descriptive statistics and linear regression was used to assess if dependent variables explained the observed outcomes. A strong desire to work in nursing was demonstrated in all the four areas. The most common reason to desire this work was suitability to nursing and the nature of work, and the least common was the career opportunities. Gender, previous education, and a realistic image best explain the desire. The assessment of desire to work in nursing may assist career choice of nursing applicants, and may enhance recruitment and retention in nursing education. Applicants need to be more aware of the career development possibilities. Further studies are needed to investigate if the desire to work in nursing is different to men than to women to inform recruitment strategies. [ABSTRACT FROM AUTHOR]

The primary aim of this study was to examine how students' cognitive interactions in an online collaborative environment influence the formation and recognition processes of unconscious cognitive mechanisms appearing in the learning of mathematical concepts at the university level. The data analyzed was collected from a population of undergraduate students. The implemented methodology was supported by a qualitative approach. The study occurred in two phases: in the first phase, students answered three questionnaires, and in the second phase, stimulated recall interviews involving the verbalization of the cognitive processes were conducted retrospectively through the online collaborative environment provided by Zoom. The selection of pairs of students participating in these interviews was made after analyzing their responses, considering their richness in terms of differences and variations. Through the study, rich insights were gained into the cognitive processes examined. The analysis showed metacognitive processes through which students' unconscious misconceptions were examined through self-reflection on previously acquired inadequate schemas. Cognitive and metacognitive interactions during the interviews progressively led to an adequate understanding of mathematical concepts. The findings confirm the results of a similar study that states stimulated recall data gathered in collaborative environments could be useful in revealing relatively higher-level cognitive and metacognitive processes. [ABSTRACT FROM AUTHOR]

The aim of this study was to investigate the types of static, dynamic, and mixed text display on students' reading comprehension, attention, and cognitive. In addition, this study also considers sitting, standing, and walking positions and different types of text. Quasi-experiments were used in this study with random sample selection of students at the high school level who have mobile reading habits. The instruments used in this study were gadgets for mobile reading, reading comprehension tests, and cognitive level measurement scales. The results showed that the reading positions that made a significant positive contribution to sustained attention were sitting reading positions and mixed text types which made the lowest contribution to sustained attention. In addition, it was found that the type of text did not have a significant effect on students' reading comprehension skills. Moving text also does not contribute significantly to students' reading comprehension skills. Students' reading comprehension ability is significantly influenced by the type of text display and reading context. Students' cognitive abilities are significantly influenced by the type of text display, but not by the reading context. Of the three types of text display, the sequence of text types that make a significant contribution from the highest to the lowest is mixed text which makes the most significant contribution, then dynamic text, and static text. So, it can be concluded that the reading context and the type of text display have different impacts on students' reading comprehension skills, sustained attention and cognitive levels of students. This research has implications that teachers must modify students' mobile reading habits by displaying text, and reading contexts so that reading comprehension skills can increase optimally. [ABSTRACT FROM AUTHOR]

The use of holistic admissions in higher education has been demonstrated to increase the diversity of incoming student classes; yet, in occupational therapy (OT) research, admissions processes remain under-explored. This phenomenological study aimed to explore the process of OT admissions from the perspective of students, faculty, and staff at a single OT program with the goal to create a more inclusive, equitable, and holistic process. Focus groups were conducted with first-year students, and an online survey was sent to faculty to explore perspectives on the admissions process, necessary qualities for an OT graduate student, and suggestions for increasing inclusion and equity in the admissions process. Several key themes emerged: the cost of applying, lack of uniformity across different institutions' admissions requirements, and preconceived notions of institutions; flexibility in admissions requirements, connections with the institution, and the need to recruit more diverse participants. Findings of this study are consistent with the literature regarding the use of holistic processes in graduate education, recommending less focus on student academic achievements and increased view of the student as a multifaceted individual with numerous talents. As a result, recommendations can be made to change admissions processes at this institution and in OT. [ABSTRACT FROM AUTHOR]

Copyright of Revista Pediatría de Atención Primaria is the property of LUA Ediciones 3.0 S.L. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: The slow pace of change in respect of increasing the diversity of medical students suggests powerful actors are reproducing practices to support the status quo. Opening up medicine to embrace diversity thus requires the deconstruction of entrenched processes and practices. The first step in doing so is to understand how the actor‐network of widening participation and access to medicine (WP/WA) is constructed. Thus, here we examine how the connections among actors in WP/WA in two different networks are assembled. Methods: A comparative case study using documents (n = 7) and interviews with staff and students (n = 45) from two medical schools, one United Kingdom and one Australian, was used. We used Callon's moments of translation (problematisation, interessement/operationalisation, enrolment, mobilisation) to map the network of actors as they are assembled in relation to one another. Our main actant was institutional WP to medicine policy (actor‐as‐policy). Results: Our actor‐as‐policy introduced five other actors: the medical school, medical profession, high schools, applicants and medical school staff. In terms of problematisation, academic excellence holds firm as the obligatory passage point and focal challenge for all actors in both countries. The networks are operationalised via activities such as outreach and admissions policy (e.g., affirmative action is apparent in Australia but not the UK). High schools play (at best) a passive role, but directed by the policy, the medical schools and applicants work hard to achieve WP/WA to medicine. In both contexts, staff are key mobilisers of WP/WA, but with little guidance in how to enact policy. In Australia, policy drivers plus associated entry structures mean the medical profession exerts significant influence. Conclusions: Keeping academic excellence as the obligatory passage point to medical school shapes the whole network of WP/WA and perpetuates inequality. Only by addressing this can the network reconfigure. Treating policy as an actor in UK and Australian medical schools, Coyle et al. were enabled to conduct unique comparisons between Widening Practice networks that shine light on how staff, students and policies navigate equity and excellence in medicine. [ABSTRACT FROM AUTHOR]

Objectives: The study aims to assess behavioral lifestyle, to compare these behaviors between two group of students, and found out the relationship between healthy lifestyle with their socio-demographic data. Methodology: A comparative study was carried out through selection seven Colleges at university of Kerbala from 26th September 2022 to 20th, April 2023. A non-probability (convenience) sample of 300 students. The data was analyzed through the use of a descriptive and inferential statistical approach. Results: The finding reveals that healthy lifestyle behaviors toward all the students were moderate level within 79.3%, 74% (M±SD=103.29 ± 9.769), (M±SD=106.00 ± 9. 728)for medical and non-medical colleges students respectively. Also, the results show that there is significant difference in overall healthy lifestyle behaviors at p-value= 0.017, particularly in subdomains of physical activity and nutrition 0.037 and 0.007 for two group. Furthermore, residency area for non-medical college students demonstrated high significant. Conclusion: The findings of current study report more than two- thirds of the sample have moderate level for healthy behaviors. Also, there is no relationship between medical college students' healthy lifestyle and their demographic characteristics. But there is a strong correlation between healthy lifestyle with their area of residency for non-medical colleges students. Recommendation: Implementing an education program special for unmarried students or those living in rural areas to increase awareness to personal cleanliness and the need to avoid from using non-prescribed medications. [ABSTRACT FROM AUTHOR]

This article presents a critical review of the use of cognitive ability testing for access to graduate and higher professional occupations to promote further debate and reflection in both the academic and practitioner community. The main contentions are that the practice of applying cognitive ability testing in these contexts has strong potential to both maintain and exacerbate social inequality in access to higher occupations and professions, and that validity evidence does not justify this to the extent that has previously been presumed. Five critical observations are examined, namely (1) evidence of adverse impact in test outcomes; (2) the tendency to position cognitive ability testing early in selection processes in high‐volume recruitment; (3) recent evidence challenging the meta‐analytic validity of cognitive ability tests; (4) weaknesses in historical primary validity studies; (5) conceptually flawed examination of differential validity evidence in the literature. Implications for practice are discussed, contrasting strategies that involve modifying selection systems that include cognitive testing, versus removing and replacing cognitive tests. [ABSTRACT FROM AUTHOR]

The 2023 ruling by the Supreme Court of the United States (SCOTUS) on the use of race-based criteria in college admissions may have implications for the selection of individuals into the dermatology workforce. This article highlights the impact of these decisions at the undergraduate, medical school, and graduate medical education levels, as well as within the field of dermatology. [ABSTRACT FROM AUTHOR]

This meta-analysis investigates the effectiveness of mental health interventions tailored for international students in China, with a specific focus on Uzbek students and Silk Road scholarship recipients. The comprehensive literature review synthesizes existing studies, papers, and reports, evaluating the outcomes, limitations, and cultural considerations of these programs. Data selection targets mental health programs for international students, honing in on a subset analysis related to Uzbek students and Silk Road scholarship recipients. The analysis encompasses diverse outcome measures, such as reported stress levels, utilization rates of mental health services, academic performance, and more. Results reveal a consistent and statistically significant reduction in reported stress levels, emphasizing the positive impact of these interventions. Utilization rates of mental health services witness a significant increase, highlighting the accessibility and effectiveness of support. Retention rates show marked improvement, though academic performance yields mixed findings, prompting nuanced exploration. Psychological well-being, quality of life, and overall well-being exhibit substantial enhancements, aligning with the overarching goal of holistic student development. Positive outcomes are observed in increased help-seeking behavior, positive correlations with social support, and significant reductions in anxiety levels. Cultural adaptation and satisfaction with interventions both indicate positive outcomes, underscoring the effectiveness of culturally sensitive mental health support. The findings emphasize the importance of tailored mental health interventions for international students, providing novel insights into the specific needs of Uzbek students and Silk Road scholarship recipients. This research contributes to a nuanced understanding of the multifaceted impact of mental health programs on diverse student populations, offering valuable implications for the design and refinement of future interventions. As educational institutions continue to globalize, addressing the mental health needs of international students remains pivotal for fostering inclusive and supportive learning environments. ASEAN Journal of Psychiatry, Vol. 25 (2) February, 2024; 1-12. [ABSTRACT FROM AUTHOR]

In Vietnam, every year, several competitions for high school students in different disciplines are organized at multilevel, provincial and national, with highly valuable prizes for winners. The problem to be solved by educational managers is how to efficiently select students for their school teams. This study proposed the approach of winner-domain to solving the selection problem by applying two following strategies: (1) students with performance similar to the winners of previous prizes are more likely to win next prizes; (2) the selection of team members is based on the "False Leaving out Better Than False Selecting" rule. This study conceptually defined the winner-domain which is the domain of the performance of winners to select team members. The algorithms forming winner-domain and the process selecting team member were installed. The approach was experimentally applied and evaluated at a high school in Southern Vietnam. The initial achievement showed that the proposed approach outperformed the previous methods which choose team members based on learning or testing outcomes. [ABSTRACT FROM AUTHOR]

Background: Diagnostic performance of placenta accreta spectrum (PAS) by prenatal MRI is unsatisfactory. Deep learning radiomics (DLR) has the potential to quantify the MRI features of PAS. Purpose: To explore whether DLR from MRI can be used to identify pregnancies with PAS. Study Type: Retrospective. Population: 324 pregnant women (mean age, 33.3 years) suspected PAS (170 training and 72 validation from institution 1, 82 external validation from institution 2) with clinicopathologically proved PAS (206 PAS, 118 non‐PAS). Field Strength/Sequence: 3‐T, turbo spin‐echo T2‐weighted images. Assessment: The DLR features were extracted using the MedicalNet. An MRI‐based DLR model incorporating DLR signature, clinical model (different clinical characteristics between PAS and non‐PAS groups), and MRI morphologic model (radiologists' binary assessment for the PAS diagnosis) was developed. These models were constructed in the training dataset and then validated in the validation datasets. Statistical Tests: The Student t‐test or Mann–Whitney U, χ2 or Fisher exact test, Kappa, dice similarity coefficient, intraclass correlation coefficients, least absolute shrinkage and selection operator logistic regression, multivariate logistic regression, receiver operating characteristic (ROC) curve, DeLong test, net reclassification improvement (NRI) and integrated discrimination improvement (IDI), calibration curve with Hosmer–Lemeshow test, decision curve analysis (DCA). P < 0.05 indicated a significant difference. Results: The MRI‐based DLR model had a higher area under the curve than the clinical model in three datasets (0.880 vs. 0.741, 0.861 vs. 0.772, 0.852 vs. 0.675, respectively) or MRI morphologic model in training and independent validation datasets (0.880 vs. 0.760, 0.861, vs. 0.781, respectively). The NRI and IDI were 0.123 and 0.104, respectively. The Hosmer–Lemeshow test had nonsignificant statistics (P = 0.296 to 0.590). The DCA offered a net benefit at any threshold probability. Data Conclusion: An MRI‐based DLR model may show better performance in diagnosing PAS than a clinical or MRI morphologic model. Level of Evidence: 3 Technical Efficacy Stage: 2 [ABSTRACT FROM AUTHOR]

Background: This study examines the multifaceted factors influencing academic performance among dental students in Saudi Arabia, exploring the complex relationships between demographic, educational, and psychological variables and students' Grade Point Averages (GPAs) to enhance global dental education admission strategies. Methods: Data on demographics, academic performance indicators (including GPA, high school grades, test scores), accommodation type, parental education, suspension history, and English proficiency were collected through an English-language electronic questionnaire from 900 dental students across multiple institutions in Riyadh. The study employed Pearson's correlation analysis to examine relationships between GPA and various academic and demographic factors. A detailed regression analysis, using a stepwise selection based on Akaike's information criteria (AIC), identified significant GPA predictors and evaluated the average marginal effects of pre-admission variables on GPA, alongside rigorous diagnostic checks to validate the model's robustness. Results: The study revealed a complex interplay of factors impacting GPA among dental students. High school grades, achievement, and aptitude test scores showed moderate positive correlations with GPA, while negative correlations were observed with age and number of times suspended. Regression analysis highlighted age, marital status, high school grades, and test scores as key predictors, with complex interaction effects demonstrating the layered influences of these factors. For instance, the negative impact of age on GPA was moderated by high school grade and aptitude test score. The analysis also highlighted the significant marginal effects of various pre-admission variables on GPA, such as the negative average impact of age and the positive impact of high school grades. Conclusions: This study provides valuable insights into the multifaceted determinants of academic success in dental education. Our findings underscore the significant roles of high school grades, achievement, and aptitude test scores, as well as the nuanced influence of age and marital status on GPA. These results advocate for a holistic approach in evaluating candidates for dental programs and have broader implications for global dental education, emphasizing the need for comprehensive admission strategies. [ABSTRACT FROM AUTHOR]

Non-cognitive traits should be considered when selecting candidates to study medicine. However, evaluating these traits remains difficult. We explored whether measuring undesirable non-cognitive behaviour ('Red Flags') added value to a medical school admissions system. Red Flags included rudeness, ignoring the contributions of others, disrespectful behaviour, or poor communication. Following an admissions interview testing non-cognitive attributes in 648 applicants to a UK medical school, we measured the association between interview score and Red Flag frequency. We tested linear and polynomial regression models to evaluate whether the association was linear or non-linear. In total, 1126 Red Flags were observed. While Red Flags were concentrated among low-scorers, candidates in the highest- and second-highest deciles for interview score still received Red Flags (six and twenty-two, respectively). The polynomial regression model indicated candidates with higher scores received fewer Red Flags, but the association was not linear (F(3644) = 159.8, p =.001, adjusted R2 = 0.42). The non-linear association between interview score and Red Flag frequency shows some candidates with desirable non-cognitive attributes will still display undesirable–or even exclusionary–non-cognitive attributes. Recording Red Flag behaviour reduces the likelihood such candidates will be offered a place at medical school. [ABSTRACT FROM AUTHOR]

Purpose To analyze a radiography program's use of the Health Education Systems Incorporated Admission Assessment (HESI A2) and the HESI Exit Exam for preparing graduates to take the American Registry of Radiologic Technologists (ARRT) certification and registration exam for radiography. Methods The program collected exam scores from the HESI Exit Exam for radiography and the ARRT radiography certification and registration exam for a 10-year period. The study included scores of 171 students who graduated from the radiography education program. The program administered the HESI A2 exam during the last 4 years of the study period, which included 81 students. The authors analyzed the data using mean differences, correlations, and a receiver operating characteristic curve analysis. Results The correlation of HESI A2 scores with final HESI Exit Exam scores was 0.58 and with ARRT exam scores it was 0.64, which are extremely high correlations in an admissions context. The correlation of final HESI Exit Exam scores with ARRT exam scores was 0.73, which also is a strong correlation for predicting ARRT exam success. More than 94% of students who scored above the recommended performance level of 750 on the second HESI Exit Exam passed the ARRT exam on the first attempt. A receiver operating characteristic curve analysis indicated that the final HESI Exit Exam score was a strong predictor of pass or fail status on the ARRT exam. Discussion The HESI A2 and Exit Exam are effective measurement tools when used with cogent testing policies. Such policies include strong proctoring practices such as rigorous in-person testing or online proctoring with an attentive, live proctor. Having practice exam results count for a reasonable amount of a course grade (eg, less than 30%) also could be a good policy for the HESI Exit Exam. Conclusion The HESI A2 and Exit Exam are effective tools for helping radiography educators select students for admission and measure student knowledge to help achieve positive certification outcomes. [ABSTRACT FROM AUTHOR]

Background: Background checks (BGC) have been used in nursing education since the 2000s. Little is known about the prevalence of BGC among nursing students or how these students compare to the general population. Method: This retrospective study describes aggregated, de-identified BGC data from 2014–2019 in 16 large nursing programs in the United States. An independent samples t test was used to compare U.S. regional means and Federal Bureau of Investigation (FBI) regional arrest data. Results: The mean percentage of nursing student BGC with findings was 3.2% (minimum.00%, maximum 13.33%, SD 2.98%). The mean prevalence of BGC findings does not significantly differ among U.S. regions. There was no significant difference between BGC results in nursing students and regional FBI arrest data. Conclusion: Excluding students with BGC findings has not been studied but may represent a structural barrier to diversification of the nursing profession. Additional research linking BGC findings to public protection is required. [J Nurs Educ. 2024;63(1):32–37.] [ABSTRACT FROM AUTHOR]

Education is a complex system with implications for educational policy and management. Education systems that are more comprehensive generate more equal outcomes, fostering access to opportunities for all children. On the other hand, systems with early selection and tracking are more stratified and register higher inequalities in educational outcomes. Educational inequalities imply unequal access to education and, subsequently, career opportunities. The present study employs classification techniques, such as decision trees, in order to highlight lines of stratification and inequality in the upper secondary education system in Romania, focusing on the selection of students in general or vocational programs. Our results show that the education of parents and area of residence are factors that influence the stratification of students in the Romanian secondary education system, and the selection process contributes to the reproduction of social inequalities. The conclusions of this study are consistent with the cultural capital theory in education. Policy and strategic management implications are discussed in light of our results. [ABSTRACT FROM AUTHOR]

This research provides information toward answering the question of whether bilingual studies at the university level might be elitist. This is a recurring research topic in terms of using English for nonlanguage instruction at the primary and secondary levels, but very few studies refer to university education. We seek to fill that gap in the literature by way of a case study centered on the International Studies degree offered by the Universidad Autónoma de Madrid in Spain. A survey was conducted of students in this program inquiring as to the educational and language levels of their parents as well as their possibilities for exposure to English during secondary (high school) education. The analysis of this quantitative data, student's grades, and qualitative responses gathered through interviews with program professors does not allow us to affirm the presence of class bias in said institution during student selection for the bilingual track; nor are students in the bilingual group found to have obtained better academic outcomes than their peers in the monolingual group. [ABSTRACT FROM AUTHOR]

In this article, we investigate how grammatical competence is manifested in young students' written texts and how this contributes to the students' overall writing competence. We pose the following two research questions: (i) Which grammatical features appear in a selection of young students' texts? and (ii) What do these features reveal about different aspects of the students' grammatical writing competence? The empirical fundament for this study is a representative sample of texts gathered through the project FUS—Functional Writing in the First School Years. Our primary material amounts to a total of 534 texts written by first- and second-grade students (ages 6–7). The students have completed two writing tasks, in which they were asked to write one descriptive and one narrative text. In our analyses, we see grammatical writing competence as consisting of several sub-competencies—namely, grammatical repertoire, grammatical complexity, grammatical variation, and grammatical choice. Our analyses show that the grammatical repertoire of beginner students is well-developed. The frequency of specific grammatical features differs between the two writing tasks, underpinning the argument that certain text types trigger certain grammatical choices. [ABSTRACT FROM AUTHOR]

Objective To evaluate breast imaging fellowship program directors' perspectives on the virtual interview process. Methods A 20-question survey constructed by members of the Fellowship Match Committee of the Society of Breast Imaging was distributed to all 99 breast imaging program directors registered with the Society. An initial e-mail with a link to the survey was distributed on September 9, 2022, and the survey was closed on October 1, 2022. Results were compiled and a descriptive statistical analysis was performed utilizing Microsoft Excel. Results There were 63 total responses (63/99, 64% response rate). There was a wide distribution in both the number of applications received and the number of interviews each program offered. Just under a fifth (12/63, 19%) of programs received 1 to 5 applications, whereas a quarter (16/63, 25%) received over 40 applications. In contrast, over a quarter (17/63, 27%) of programs interviewed 1 to 5 applicants, and only a small number (3/63, 5%) interviewed over 40 applicants. When reporting what worked best with the virtual interview process, the responses fell into the following 4 categories: efficiency, flexibility, virtual format, or other. When reporting what did not work well, the most common response (14/37, 38%) was conveying the atmosphere of the program in the virtual setting. Conclusion This study provides an assessment of the virtual interview experience from the perspective of breast imaging fellowship programs, which may be useful in optimizing future interview experiences for programs and applicants. [ABSTRACT FROM AUTHOR]

This research study was conducted to ascertain what qualities agencies seek when selecting interns in relation to the qualities higher learning institutions stress. To date, academic and agency internship supervisors in Therapeutic Recreation (TR) have done no study to identify the critical attributes necessary for successful student internship placement. Because these attributes have not been identified, gaps exist between what agencies expect and what schools teach. To fill these gaps, data collected from both agency and academic supervisors were analyzed using importance by performance analysis (IPA) techniques. The findings of the study showed that both commonalities and differences were present in the actual perception of importance between agency and academic internship supervisors. This study provided recommendations to practitioners, educators, and researchers based on the study findings. [ABSTRACT FROM AUTHOR]

This study investigates EFL university lecturers' challenges when selecting resources to facilitate students' self-regulation. Using a mixed-method design with 89 participants from Thai universities in this research sheds light on lecturers' difficulties, such as time constraints and limited access to reliable resources. It underscores the importance of considering diverse perspectives and practical strategies, such as adapting existing materials and involving students in the selection process. Furthermore, it highlights the direct impact of material choices on students' self-regulation outcomes. The study provides strategies to enhance self-regulation among EFL university students and suggests improvements for resource selection procedures. Despite its limitations, this research contributes valuable insights and pedagogical recommendations. Future avenues of study may explore the influence of digital learning resources, teacher-student collaboration in material selection, and cross-cultural perspectives on self-regulation and material choice. [ABSTRACT FROM AUTHOR]

The future composition of a country's physician workforce depends on medical students' choices of specialties. Students' familiarity with the job market (the healthcare system) they are about to enter and the influence job market conditions have on their choices has not been well explored. This study focuses on whether and how the healthcare system's employment landscape is taken into consideration by medical students and whether this facet adds information about the specialty selection process. Fifth-year medical students completed a questionnaire querying their knowledge and perceptions of the national healthcare system, selection criteria for choosing a specialty and a post-residency work position. Data were analyzed with two-tailed Student's t-tests and multivariable regression analysis. The questionnaire was completed by 242 students (49% women). Forty per cent were interested in a specialty where it is 'easy to find work' and 64% in a specialty that 'provides job security'. Only 12% were attracted to specialties with empty positions due to a workforce shortage. A high salary was considered an important selection criterion by 45% of students, who were also not deterred by specialties with surplus workforce, especially, if accompanied by high salaries or controllable lifestyles. Only 17% thought it would be easy to find a residency in any hospital in the specialty they chose, reflecting the low rate (3%) of positive responses to the statement that 'there are sufficient residency positions in all specialties'. This study demonstrated the utility of querying medical students about their market awareness when investigating the specialty selection process. Students' poor rating of selection criteria, such as specialties with ease in finding jobs because they are suffering workforce shortages and have empty positions, provide insights and concerns for healthcare leaders. It should aid them in approaching the challenge of attracting students to specialties with workforce shortfalls. This study demonstrated the feasibility and potential value of adding queries about market awareness when investigating the medical student specialty selection process. Medical students were more interested in a specialty that provides job security than one where it is easy to find work. It could be useful for the healthcare leadership and medical educators in all countries to learn what medical students know about their national healthcare system and whether they need to add more healthcare delivery and system subjects to their curricula. [ABSTRACT FROM AUTHOR]

@Midwest_MedPeds and @DrDanSchumacher call for a "What the hell is water?" reckoning with #MedEd using academic excellence as a central selection metric [ABSTRACT FROM AUTHOR]

This empirical research creates and assesses a community interaction open-source learning framework. The framework established an efficient open-source learning environment for engineering courses to develop undergraduates' sustainability competencies. The teaching practice of the framework was designed into three stages: course preparation, theory lecture, and project practice. In the teaching practice, community interaction elements were embedded, including community/student two-way selection, systemic teaching and difficulty discussion, expert/student negotiation on teaching forms, teacher/expert coordination on teaching contents, and expert/student two-way feedback on schedules. The interaction elements between students, teachers, and experts enhanced the effectiveness of open-source learning in engineering courses. The experimental results showed that the students exhibited a positive attitude and high participation in the learning procedure and reported a sense of achievement in the project practice. The open-source learning framework significantly improved systemic thinking, conceptual understanding, interdisciplinary collaboration and professional skills. It enhanced students' key sustainability competencies and laid the foundation for them to become expertise-based innovators and open-source community contributors. [ABSTRACT FROM AUTHOR]

The Centers for Disease Control and Prevention (CDC)'s Division of Reproductive Health and Harvard T.H. Chan School of Public Health (HSPH) Program Evaluation Practicum (CDC/HSPH Practicum) is a mutually beneficial workforce development partnership formed to provide state, local, and tribal public health organizations with an evaluation plan for a maternal and child health (MCH) program. State, local, and tribal public health organizations submit an MCH program in need of evaluation for inclusion consideration. Student pairs are matched with the selected programs in a 3-week practical field-based experience. This Practicum provides didactic training for both program staff and students followed by field work at the public health organizations. Students provide organizations with comprehensive evaluation plans, complete with logic model, methodology, and indicators. Since the Practicum's inception in 2013, 104 HSPH graduate students have been trained and 30 states and 1 territory have participated and received evaluation plans for their MCH programs. The utility and importance of the CDC/HSPH Practicum is evidenced by program staff and student feedback. Multiple states have implemented the plans designed by the students, with some evaluations leading to program enhancements. The CDC/HSPH Practicum prepares students for the workforce and adds much needed capacity to public health organizations by providing them with evaluation knowledge and skills, and usable evaluation plans to improve MCH—a win-win for all. [ABSTRACT FROM AUTHOR]

Equity, diversity and inclusion (EDI) in the medical field is crucial for meeting the healthcare needs of a progressively diverse society. A diverse physician workforce enables culturally sensitive care, promotes health equity, and enhances the comprehension of the various needs and viewpoints of patients, ultimately resulting in more effective treatments and improved patient outcomes. However, despite the recognized benefits of diversity in the medical field, certain specialties, such as Radiology, have struggled to achieve adequate equity, diversity and inclusion, which results in a discrepancy in the demographics of Canadian radiologists and the patients we serve. In this review, we propose strategies from a committee within the Canadian Association of Radiologists (CAR) EDI working group to improve EDI in the CaRMS selection process. By adopting these strategies, residency programs can foster a more diverse and inclusive environment that is better positioned to address the health needs of a progressively diverse patient population, leading to improved patient outcomes, greater patient satisfaction, and advancements in medical innovation. [ABSTRACT FROM AUTHOR]

For many years, students applying for doctoral internships have been required to answer questions regarding professional conduct when they complete the Association of Psychology Postdoctoral and Internship Centers Application for Psychology Internships, commonly referred to as the AAPI (Association of Psychology Postdoctoral and Internship Centers [APPIC], 2021a). Students often express concern that affirmative responses to these questions will impact the success of their application. The purpose of the present study was to examine how internship training directors (TDs) distinguish various problems of professional competence and how they perceive disclosures of remediation and professional conduct issues when considering applicants for interview and ranking. Surveys were sent to TDs at APA-accredited sites and resulted in a 19% response rate (N = 122). We asked TDs whether they would interview applicants who answered affirmatively to conduct questions and how important certain criteria were to their decision making. We also examined their perceptions regarding how doctoral programs should handle various types of competency concerns (i.e., handle informally, remediate, or something more than remediation such as probation). Participants indicated that affirmative answers to professional conduct questions on the AAPI would not typically exclude applicants from consideration for an internship. There was no agreement on whether professional conduct questions, which address probation, suspension, termination, and discipline, require formal remediation. One implication of this finding is that students in the same situation could be labeled and advised differently with varying outcomes. Other implications and recommendations for the field, academic programs, internships, and students are discussed. [ABSTRACT FROM AUTHOR]

Grit is a non‐cognitive construct based on personality theory that fosters individuals to perform better and achieve their goals. Previous researchers validated the psychometric properties of grit for adults and older adolescents but ignored that for early adolescents. An inappropriate measurement model may mislead researchers and teachers to misapprehend grit measures. This study aimed to identify the most appropriate grit model for early adolescents. Three factorial models (i.e., two‐factor, one‐factor, and bi‐factor models) were evaluated and compared. Subsequently, we tested the measurement invariance (MI) and mean differences of grit across grade and gender groups. Participants were 672 junior high students (51% boys, aged 12–15) in Taiwan. The results showed that the two‐factor model was the best grit model. This finding revealed that adolescents tend to comprehend grit with two distinct concepts, consistency in interest (CI) and perseverance of effort (PE), instead of a single compound. In addition, the results showed that the two‐factor model retained strong invariance for grade and gender, justifying the comparison of grit scores over grade and gender groups for junior high students. Moreover, we did not find any group difference in the facets of grit by gender and grades. This result showed that grit is a stable personality for junior high students. The relationships between grit constructs and criteria, such as conscientiousness and academic achievements, were tested and discussed. [ABSTRACT FROM AUTHOR]

The Queensland Basic Paediatric Training Network (QBPTN) is responsible for the selection of candidates into paediatric training in Queensland. The COVID-19 pandemic necessitated interviews to be conducted 'virtually' as virtual Multiple-Mini-Interviews (vMMI). The study aimed to describe the demographic characteristics of candidates applying for selection into paediatric training in Queensland, and to explore their perspectives and experiences with the vMMI selection tool. The demographic characteristics of candidates and their vMMI outcomes were collected and analysed with a mixed methods approach. The qualitative component was comprised of seven semi-structured interviews with consenting candidates. Seventy-one shortlisted candidates took part in vMMI and 41 were offered training positions. The demographic characteristics of candidates at various stages of selection were similar. The mean vMMI scores were not statistically different between candidates from the Modified Monash Model 1 (MMM1) location and others [mean (SD): 43.5 (5.1) versus 41.7 (6.7), respectively, p = 0.26]. However, there was a statistically significant difference (p value 0.03) between being offered and not offered a training position for candidates from MMM2 and above. The analysis of the semi-structured interviews suggested that candidate experiences of the vMMI were influenced by the quality of the management of the technology used. Flexibility, convenience, and reduced stress were the main factors that influenced candidates' acceptance of vMMI. Perceptions of the vMMI process focused on the need to build rapport and facilitate communication with the interviewers. vMMI is a viable alternative to face-to-face (FTF) MMI. The vMMI experience can be improved by facilitating enhanced interviewer training, by making provision for adequate candidate preparation and by having contingency plans in place for unexpected technical challenges. Given government priorities in Australia, the impact of candidates' geographical location on the vMMI outcome for candidates from MMM >1 location needs to be further explored. [ABSTRACT FROM AUTHOR]

The present study is a preliminary analysis, from a socio-professional perspective, of the first set of quantitative data on the generations of Romanian students who studied at the pontifical universities in Rome between 1853 and 1948. Without research that could piece together the general picture of all the students educated in Rome during the discussed period, this study identifies the generations of students trained over a century, their formative patterns, their contacts and particularities, and the professional paths followed by the graduates. It outlines the socio-cultural climate in which the three generations of students were educated and its impact on their theological and intellectual profile. A special part of this study is dedicated to identifying and analyzing the factors that contributed to the selection of the students and their career paths, focusing particularly on the impact of social origin, education, kinship relations, as well as on political factors. Last but not least, it also considers the dynamics of the emblematic figures of each generation, the university dropout phenomenon, and the reasons behind career changes. [ABSTRACT FROM AUTHOR]