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Komasawa N, Terasaki F, Takitani K, Lee SW, Kawata R, Nakano T. Comparison of Younger and Older medical student performance outcomes: A retrospective analysis in Japan. Medicine (Baltimore) 2022; 101:e31392. [PMID: 36397366 PMCID: PMC9666208 DOI: 10.1097/md.0000000000031392] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/19/2022] Open
Abstract
The present study examined the impact of age on medical student repeat-year experience and performance outcomes on the objective structured clinical examination (OSCE), Clinical Clerkship (CC), and other relevant examinations in the Japanese medical school system. This retrospective analysis examined the number of students with repeat-years and the years required to graduate, stratifying students by the age they entered medical school (Younger: within 4 years of high school graduation; Older: 5 or more years after high school graduation). Scores of the Pre-CC OSCE, Computer-based testing (CBT), CC performance, CC integrative test, and graduation exams were compared among those graduating from our medical school between 2018 and 2020, and examined correlations between student age and performance outcomes. From 2018 to 2020, 328 medical students graduated. Of these, 283 had entered within 4 years of high school graduation (Younger), while 45 did so 5 or more years after high school graduation (Older). The number of repeat-years did not differ significantly between groups. The average number of years required to graduate was slightly higher for the Older group and the Younger group scored significantly higher on the CC integrative test. No significant differences were found for the remaining tests. These results suggest that older medical students in general show no significant inferiority in their performance of most clinical skills and competencies relative to younger students in Japan.
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Affiliation(s)
- Nobuyasu Komasawa
- Medical Education Center, Faculty of Medicine, Osaka Medical and Pharmaceutical University, Osaka, Japan
- * Correspondence: Nobuyasu Komasawa, Medical Education Center, Osaka Medical and Pharmaceutical University, Daigaku-machi 2-7, Takatsuki, Osaka 569-8686, Japan (e-mail: )
| | - Fumio Terasaki
- Medical Education Center, Faculty of Medicine, Osaka Medical and Pharmaceutical University, Osaka, Japan
| | - Kimitaka Takitani
- Medical Education Center, Faculty of Medicine, Osaka Medical and Pharmaceutical University, Osaka, Japan
| | - Sang-Woong Lee
- Medical Education Center, Faculty of Medicine, Osaka Medical and Pharmaceutical University, Osaka, Japan
| | - Ryo Kawata
- Medical Education Center, Faculty of Medicine, Osaka Medical and Pharmaceutical University, Osaka, Japan
| | - Takashi Nakano
- Medical Education Center, Faculty of Medicine, Osaka Medical and Pharmaceutical University, Osaka, Japan
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Mercer A, Hay M, Hodgson WC, Canny BJ, Puddey IB. The relative predictive value of undergraduate versus graduate selection tools in two Australian medical schools. MEDICAL TEACHER 2018; 40:1183-1190. [PMID: 29355058 DOI: 10.1080/0142159x.2018.1426839] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Abstract
Context: Monash University and the University of Western Australia admit both school-leavers and graduates into their Bachelor of Medicine and Bachelor of Surgery (MBBS) courses. The Undergraduate Medicine and Health Sciences Admission Test (UMAT) and the Graduate Medical Schools Admissions Test (GAMSAT) are used for selection, along with an academic score and an interview score. The aim of this study was to compare the relative predictive validity of the selected components in the two entry streams, particularly UMAT versus GAMSAT. Methods: Aggregated scores for course outcomes were calculated in the categories of knowledge, clinical and total scores, at four-time points. A path analysis was conducted based on multivariate regressions with model constraint parameters defined across the outcome variables to investigate change over time. Results: Academic scores were the strongest predictors of knowledge scores and end of course results. Interview scores had a small positive increasing effect, being stronger for clinical than knowledge outcomes. The effect size for GAMSAT was greater than for UMAT. Conclusions: Aptitude tests and interview scores added small but significant incremental predictive value to previous academic achievement. GAMSAT showed larger predictive value on outcomes than UMAT, for which one section (UMAT 3) had a negative effect.
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Affiliation(s)
- Annette Mercer
- a Faculty of Health and Medical Sciences , The University of Western Australia , Perth , Australia
| | - Margaret Hay
- b Monash Institute for Health and Clinical Education, Monash University , Melbourne , Australia
| | - Wayne C Hodgson
- c Faculty of Medicine, Nursing and Health Sciences , Monash University , Melbourne , Australia
| | - Ben J Canny
- d Medical School , University of Tasmania , Hobart , Australia
| | - Ian B Puddey
- a Faculty of Health and Medical Sciences , The University of Western Australia , Perth , Australia
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Kumwenda B, Cleland J, Greatrix R, MacKenzie RK, Prescott G. Are efforts to attract graduate applicants to UK medical schools effective in increasing the participation of under-represented socioeconomic groups? A national cohort study. BMJ Open 2018; 8:e018946. [PMID: 29444782 PMCID: PMC5829603 DOI: 10.1136/bmjopen-2017-018946] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
INTRODUCTION Attracting graduates was recommended as a means of diversifying the UK medical student population. Graduates now make up nearly a quarter of the total medical student population. Research to date has focused on comparing the sociodemographic characteristics of applicants to and/or students on traditional and graduate entry programmes (GEMs), yet GEMs account for only 40% of the graduate medical student population. Thus, we aimed to compare the sociodemographic characteristic and outcomes of graduates and non-graduate applicants across a range of programmes. METHODS This was an observational study of 117 214 applicants to medicine who took the UK Clinical Aptitude Test (UKCAT) from 2006 to 2014 and who applied to medical school through Universities and Colleges Admissions Service (UCAS). We included applicant demographics, UKCAT total score and offers in our analysis. Applicants were assigned as graduates or non-graduates on the basis of their highest qualification. Multiple logistic regression was used to predict the odds of receiving an offer, after adjusting for confounders. RESULTS Irrespective of graduate or non-graduate status, most applicants were from the highest socioeconomic groups and were from a white ethnic background. Receiving an offer was related to gender and ethnicity in both graduates and non-graduates. After adjusting for UKCAT score, the OR of an offer for graduates versus non-graduates was approximately 0.5 (OR=0.48, 95% CI 0.46 to 0.49). DISCUSSION Our findings indicate that the aim of diversifying the medical student population on socioeconomic grounds by attracting graduates has been only marginally successful. Graduate applicants from widening access backgrounds are less likely than others to be offered a place at medical school. Different approaches must be considered if medicine is to attract and select more socially diverse applicants.
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Affiliation(s)
- Ben Kumwenda
- Centre for Healthcare Education Research and Innovation, Institute of Education for Medical and Dental Sciences, School of Medicine, Medical Sciences and Nutrition, University of Aberdeen, Aberdeen, UK
| | - Jennifer Cleland
- Centre for Healthcare Education Research and Innovation, Institute of Education for Medical and Dental Sciences, School of Medicine, Medical Sciences and Nutrition, University of Aberdeen, Aberdeen, UK
| | | | - Rhoda Katharine MacKenzie
- Centre for Healthcare Education Research and Innovation, Institute of Education for Medical and Dental Sciences, School of Medicine, Medical Sciences and Nutrition, University of Aberdeen, Aberdeen, UK
| | - Gordon Prescott
- Medical Statistics Team, School of Medicine, Medical Sciences and Nutrition, University of Aberdeen, Aberdeen, UK
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Bodagh N, Bloomfield J, Birch P, Ricketts W. Problem-based learning: a review. Br J Hosp Med (Lond) 2017; 78:C167-C170. [DOI: 10.12968/hmed.2017.78.11.c167] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Neil Bodagh
- Foundation Year 2 Doctor, Department of Respiratory Medicine, St Bartholomew's Hospital, London EC1A 7BE
| | | | - Patrick Birch
- Foundation Year 2 Doctor, Department of Acute Medicine, Royal London Hospital, London
| | - William Ricketts
- Consultant Chest Physician, Department of Respiratory Medicine, St Bartholomew's Hospital, London and Honorary Senior Lecturer, Department of Health Sciences Education, Queen Mary University London, London
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Kim DH, Hwang J, Lee S, Shin JS. Institutional factors affecting participation in national faculty development programs: a nation-wide investigation of medical schools. BMC MEDICAL EDUCATION 2017; 17:48. [PMID: 28245868 PMCID: PMC5331658 DOI: 10.1186/s12909-017-0888-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/04/2016] [Accepted: 02/20/2017] [Indexed: 06/06/2023]
Abstract
BACKGROUND Medical schools have used faculty development programs as an essential means to improve the instruction of faculty members. Thus far, however, participating in such programs has been largely voluntary for individuals even though a certain degree of participation is required to achieve practical effectiveness. In addition, the learning behaviors of faculty members are known to be influenced by organizational contexts such as a hidden curriculum. Therefore, this study explored the organizational characteristics of medical schools affecting attendance at faculty development programs. METHODS Forty medical schools in South Korea were included in this study. In total, 1,667 faculty members attended the faculty development programs at the National Teacher Training Center for Health Personnel between 2007 and 2015. For independent variables, information on the basic characteristics and the educational states was collected from all the medical schools. Themes were identified from their educational goals and objectives by inductive content analysis. RESULTS The number of nine-year cumulative attendees from medical schools ranged from 8 to 104. The basic characteristics of the medical schools had little influence on faculty development program attendance, while several themes in the educational goals and objectives, including "cooperation", "serving various societies", and "dealing with a changing future" showed a significant difference in participation. The number of full-time faculty showed a significant positive correlation when it was smaller than the median, and the proportion of alumni faculty showed a significant negative correlation when it was higher than 50%. CONCLUSIONS This study adds to existing knowledge on factors affecting attendance at faculty development programs by identifying related institutional factors that influence attendance. While the variations depending on the basic characteristics were minimal, the organizational environment surrounding medical education significantly contributed to attendance. Addressing institutional as well as individual factors could contribute to improving participation by faculty members in faculty development programs.
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Affiliation(s)
- Do-Hwan Kim
- Department of Medical Education, Seoul National University College of Medicine, 103 Daehak-ro, Jongno-gu, Seoul 03080 Republic of Korea
| | - Jinyoung Hwang
- Department of Educational Psychology, The University of Texas at Austin, 1 University Station, MS/D5800, Austin, TX 78712 USA
| | - Seunghee Lee
- Department of Medical Education, Seoul National University College of Medicine, 103 Daehak-ro, Jongno-gu, Seoul 03080 Republic of Korea
| | - Jwa-Seop Shin
- Department of Medical Education, Seoul National University College of Medicine, 103 Daehak-ro, Jongno-gu, Seoul 03080 Republic of Korea
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Jardine DL, McKenzie JM, Wilkinson TJ. Predicting medical students who will have difficulty during their clinical training. BMC MEDICAL EDUCATION 2017; 17:43. [PMID: 28222710 PMCID: PMC5320727 DOI: 10.1186/s12909-017-0879-2] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/28/2016] [Accepted: 01/31/2017] [Indexed: 05/06/2023]
Abstract
BACKGROUND We aimed to classify the difficulties students had passing their clinical attachments, and explore factors which might predict these problems. METHODS We analysed data from regular student progress meetings 2008-2012. Problem categories were: medical knowledge, professional behaviour and clinical skills. For each category we then undertook a predictive risk analysis. RESULTS Out of 561 students, 203 were found to have one or more problem category and so were defined as having difficulties. Prevalences of the categories were: clinical skills (67%), knowledge (59%) and professional behaviour (29%). A higher risk for all categories was associated with: male gender, international entry and failure in the first half of the course, but not with any of the minority ethnic groups. Professional and clinical skills problems were associated with lower marks in the Undergraduate Medical Admissions Test paper 2. Clinical skills problems were less likely in graduate students. CONCLUSIONS In our students, difficulty with clinical skills was just as prevalent as medical knowledge deficit. International entry students were at highest risk for clinical skills problems probably because they were not selected by our usual criteria and had shorter time to become acculturated.
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Affiliation(s)
- D. L. Jardine
- Department of General Medicine, Christchurch Hospital, University of Otago, Riccarton Ave 2, Christchurch, 8011 New Zealand
| | - J. M. McKenzie
- Department of General Medicine, Christchurch Hospital, University of Otago, Riccarton Ave 2, Christchurch, 8011 New Zealand
| | - T. J. Wilkinson
- Department of General Medicine, Christchurch Hospital, University of Otago, Riccarton Ave 2, Christchurch, 8011 New Zealand
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Kim DH, Yoon HB, Yoo DM, Lee SM, Jung HY, Kim SJ, Shin JS, Lee S, Yim JJ. Etiquette for medical students' email communication with faculty members: a single-institution study. BMC MEDICAL EDUCATION 2016; 16:129. [PMID: 27121179 PMCID: PMC4848876 DOI: 10.1186/s12909-016-0628-y] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/27/2015] [Accepted: 04/06/2016] [Indexed: 05/23/2023]
Abstract
BACKGROUND Email is widely used as a means of communication between faculty members and students in medical education because of its practical and educational advantages. However, because of the distinctive nature of medical education, students' inappropriate email etiquette may adversely affect their learning as well as faculty members' perception of them. Little data on medical students' competency in professional email writing is available; therefore, this study explored the strengths and weaknesses of medical students' email etiquette and factors that contribute to professional email writing. METHODS A total of 210 emails from four faculty members at Seoul National University College of Medicine were collected. An evaluation criteria and a scoring rubric were developed based on the various email-writing guidelines. The rubric comprised 10 items, including nine items for evaluation related to the email components and one item for the assessment of global impression of politeness. Three evaluators independently assessed all emails according to the criteria. RESULTS Students were identified as being 61.0% male and 52.8% were in the undergraduate-entry program. The sum of each component score was 62.21 out of 100 and the mean value for global impression was 2.6 out of 4. The results demonstrated that students' email etiquettes remained low-to-mediocre for most criteria, except for readability and honorifics. Three criteria, salutation (r=0.668), closing (r=0.653), and sign-off (r=0.646), showed a strong positive correlation with the global impression of politeness. Whether a student entered a graduate-entry program or an undergraduate-entry program significantly contributed to professional email writing after other variables were controlled. CONCLUSIONS Although students in the graduate-entry program demonstrated a relatively superior level of email etiquette, the majority of medical students did not write emails professionally. Educating all medical students in email etiquette may well contribute to the improvement of student-faculty relationships as well as their email writing.
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Affiliation(s)
- Do-Hwan Kim
- />Department of Medical Education, Seoul National University College of Medicine, 103 Daehak-ro, Jongno-gu, Seoul, 03080 Republic of Korea
| | - Hyun Bae Yoon
- />Department of Medical Education, Seoul National University College of Medicine, 103 Daehak-ro, Jongno-gu, Seoul, 03080 Republic of Korea
| | - Dong-Mi Yoo
- />Department of Medical Education, College of Medicine, The Catholic University of Korea, Banpo-daero 222, Seocho-gu, Seoul, 06591 Republic of Korea
- />National Teacher Training Center for Health Personnel, Seoul National University College of Medicine, 71 Ihwajang-gil, Jongno-gu, Seoul, 03087 Republic of Korea
| | - Sang-Min Lee
- />Division of Pulmonary and Critical Care Medicine, Department of Internal Medicine, Seoul National University College of Medicine, 103 Daehak-ro, Jongno-gu, Seoul, 03080 Republic of Korea
| | - Hee-Yeon Jung
- />Department of Psychiatry and Behavioral Science, Seoul National University College of Medicine, 103 Daehak-ro, Jongno-gu, Seoul, 03080 Republic of Korea
| | - Seog Ju Kim
- />Department of Psychiatry, Samsung Medical Center, Sungkyunkwan University School of Medicine, 81 Ilwon-dong, Kangnam-gu, Seoul, 06351 Republic of Korea
- />Department of Medical Science, Seoul National University College of Medicine, 103 Daehak-ro, Jongno-gu, Seoul, 03080 Republic of Korea
| | - Jwa-Seop Shin
- />Department of Medical Education, Seoul National University College of Medicine, 103 Daehak-ro, Jongno-gu, Seoul, 03080 Republic of Korea
| | - Seunghee Lee
- />Department of Medical Education, Seoul National University College of Medicine, 103 Daehak-ro, Jongno-gu, Seoul, 03080 Republic of Korea
| | - Jae-Joon Yim
- />Division of Pulmonary and Critical Care Medicine, Department of Internal Medicine, Seoul National University College of Medicine, 103 Daehak-ro, Jongno-gu, Seoul, 03080 Republic of Korea
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Byrne AT, Arnett R, Farrell T, Sreenan S. Comparison of performance in a four year graduate entry medical programme and a traditional five/six year programme. BMC MEDICAL EDUCATION 2014; 14:248. [PMID: 25491032 PMCID: PMC4267744 DOI: 10.1186/s12909-014-0248-3] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/10/2014] [Accepted: 11/07/2014] [Indexed: 05/24/2023]
Abstract
BACKGROUND In 2006 the Royal College of Surgeons in Ireland, (RCSI), introduced the first four year Graduate Entry Programme (GEP) in medicine in Ireland in line with national policy to broaden access to medical education. One concern considered at the time, was whether the GEP students could be trained to the same standard as their undergraduate Direct Entry Programme (DEP, five/six year duration) counterparts in the shorter time frame. Since students from both cohorts undertake the same examinations in the final two years, it is possible to directly compare GEP vs DEP outcomes. The primary aim of the current study was to analyse the comparative performance of GEP and DEP students undergoing these examinations between 2008 and 2013. METHODS Scores from five assessments performed during the final two years were transformed to z scores for each student and 4 scores for the penultimate year were summed to create a unit weighted composite score. The resultant scores for each of the two years were used to assess the comparative performance of GEP vs DEP cohorts and to perform sub-cohort analyses of GEP outcomes. RESULTS In all cohorts/years examined, evidence demonstrated significantly better assessment outcomes for the GEP group for the final two years' examinations as compared with the DEP group. In all but one cohort examined, this advantage was retained when nationality factors were excluded. Further analyses showed no difference in outcomes between GEP students having science vs. non-science backgrounds and/or between those from EU vs non-EU backgrounds. Finally, data suggested weak correlations between total composite scores and entry scores in American (r = 0.15) and Australian (r = 0.08) medical school admissions tests. CONCLUSIONS We have shown for the first time in Ireland, that graduate-entry students perform at least as well, or even better, than a corresponding undergraduate-entry group. Moreover, having a scientific background on entry to the GEP confers no advantage in final assessments. These data provide evidence of the viability of the graduate entry route into medical education in Ireland.
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Affiliation(s)
- Annette T Byrne
- Royal College of Surgeons in Ireland, Graduate Entry Programme, Reservoir House, Ballymoss Road, Dublin, 18, Ireland.
| | - Richard Arnett
- Royal College of Surgeons in Ireland, Quality Enhancement Office, 123 St. Stephen's Green, Dublin, 2, Ireland.
| | - Tom Farrell
- Royal College of Surgeons in Ireland, Graduate Entry Programme, Reservoir House, Ballymoss Road, Dublin, 18, Ireland.
| | - Seamus Sreenan
- Royal College of Surgeons in Ireland, Graduate Entry Programme, Reservoir House, Ballymoss Road, Dublin, 18, Ireland.
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Puddey IB, Mercer A. Predicting academic outcomes in an Australian graduate entry medical programme. BMC MEDICAL EDUCATION 2014; 14:31. [PMID: 24528509 PMCID: PMC3931285 DOI: 10.1186/1472-6920-14-31] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/16/2013] [Accepted: 02/13/2014] [Indexed: 05/10/2023]
Abstract
BACKGROUND Predictive validity studies for selection criteria into graduate entry courses in Australia have been inconsistent in their outcomes. One of the reasons for this inconsistency may have been failure to have adequately considered background disciplines of the graduates as well as other potential confounding socio-demographic variables that may influence academic performance. METHODS Graduate entrants into the MBBS at The University of Western Australia between 2005 and 2012 were studied (N = 421). They undertook a 6-month bridging course, before joining the undergraduate-entry students for Years 3 through 6 of the medical course. Students were selected using their undergraduate Grade Point Average (GPA), Graduate Australian Medical School Admissions Test scores (GAMSAT) and a score from a standardised interview. Students could apply from any background discipline and could also be selected through an alternative rural entry pathway again utilising these 3 entry scores. Entry scores, together with age, gender, discipline background, rural entry status and a socioeconomic indicator were entered into linear regression models to determine the relative influence of each predictor on subsequent academic performance in the course. RESULTS Background discipline, age, gender and selection through the rural pathway were variously related to each of the 3 entry criteria. Their subsequent inclusion in linear regression models identified GPA at entry, being from a health/allied health background and total GAMSAT score as consistent independent predictors of stronger academic performance as measured by the weighted average mark for the core units completed throughout the course. The Interview score only weakly predicted performance later in the course and mainly in clinically-based units. The association of total GAMSAT score with academic performance was predominantly dictated by the score in GAMSAT Section 3 (Reasoning in the biological and physical sciences) with Section 1 (Reasoning in the humanities and social sciences) and Section 2 (Written communication) also contributing either later or early in the course respectively. Being from a more disadvantaged socioeconomic background predicted weaker academic performance early in the course. Being an older student at entry or from a humanities background also predicted weaker academic performance. CONCLUSIONS This study confirms that both GPA at entry and the GAMSAT score together predict outcomes not only in the early stages of a graduate-entry medical programme but throughout the course. It also indicates that a comprehensive evaluation of the predictive validity of GAMSAT scores, interview scores and undergraduate academic performance as valid selection processes for graduate entry into medical school needs to simultaneously consider the potential confounding influence of graduate discipline background and other socio-demographic factors on both the initial selection parameters themselves as well as subsequent academic performance.
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Affiliation(s)
- Ian B Puddey
- Faculty of Medicine, Dentistry and Health Sciences, University of Western Australia, 35 Stirling Hwy, Crawley, WA 6009, Australia
| | - Annette Mercer
- Faculty of Medicine, Dentistry and Health Sciences, University of Western Australia, 35 Stirling Hwy, Crawley, WA 6009, Australia
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Larkin TA, McAndrew DJ. Factors influencing students' decisions to participate in a short "dissection experience" within a systemic anatomy course. ANATOMICAL SCIENCES EDUCATION 2013; 6:225-231. [PMID: 23213067 DOI: 10.1002/ase.1323] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/13/2012] [Accepted: 09/11/2012] [Indexed: 06/01/2023]
Abstract
Changes in medical education have affected both curriculum design and delivery. Many medical schools now use integrated curricula and a systemic approach, with reduced hours of anatomy teaching. While learning anatomy via dissection is invaluable in educational, professional, and personal development, it is time intensive and supports a regional approach to learning anatomy; the use of prosections has replaced dissection as the main teaching method in many medical schools. In our graduate-entry medical degree, we use an integrated curriculum, with prosections to teach anatomy systemically. However, to not exclude dissection completely, and to expose students to its additional and unique benefits, we implemented a short "Dissection Experience" at the beginning of Year 2. Students attended three two-hour anatomy sessions and participated in dissection of the clinically relevant areas of the cubital fossa, femoral triangle, and infraclavicular region. This activity was voluntary and we retrospectively surveyed all students to ascertain factors influencing their decision of whether to participate in this activity, and to obtain feedback from those students who did participate. The main reasons students did not participate were previous dissection experience and time constraints. The reasons most strongly affecting students' decisions to participate related to experience (lack of previous or new) and new skill. Students' responses as to the most beneficial component of the dissection experience were based around practical skills, anatomical education, the learning process, and the body donors. We report here on the benefits and practicalities of including a short dissection experience in a systemic, prosection-based anatomy course.
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Affiliation(s)
- Theresa A Larkin
- Division of Medical Sciences, Graduate School of Medicine, University of Wollongong, New South Wales, Australia.
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Reid KJ, Dodds AE, McColl GJ. Clinical assessment performance of graduate- and undergraduate-entry medical students. MEDICAL TEACHER 2012; 34:168-71. [PMID: 22288998 DOI: 10.3109/0142159x.2012.644825] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Abstract
BACKGROUND Recent evidence suggests that graduate-entry medical students may have a marginal academic performance advantage over undergraduate entrants in a pre-clinical curriculum in both bioscience knowledge and clinical skills assessments. It is unclear whether this advantage is maintained in the clinical phase of medical training. AIM The study aimed to compare graduate and undergraduate entrants undertaking an identical clinical curriculum on assessments undertaken during clinical training in the medical course. METHODS Clinical assessment results for four cohorts of medical students (n = 713) were compared at the beginning and at the end of clinical training for graduate and undergraduate entrants. RESULTS Results showed that graduate- and undergraduate-entry medical students performed similarly on clinical assessments. Female students performed consistently better than male students. CONCLUSION The findings of this study suggest that any academic performance advantage held by graduate-entry medical students is limited to the early years of the medical course, and is not evident during clinical training in the later years of the course.
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Affiliation(s)
- Katharine J Reid
- Medical Education Unit, Melbourne Medical School, The University of Melbourne, VIC, Australia.
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Tedman RA, Alexander H, Massa H, Moses D. Student perception of a new integrated anatomy practical program: does students' prior learning make a difference? Clin Anat 2011; 24:664-70. [PMID: 21438022 DOI: 10.1002/ca.21180] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/21/2010] [Revised: 01/31/2011] [Accepted: 02/20/2011] [Indexed: 11/10/2022]
Abstract
While there is evidence that science and non-science background students display small differences in performance in basic and clinical sciences, early in a 4-year, graduate entry medical program, this lessens with time. With respect to anatomy knowledge, there are no comparable data as to the impact previous anatomy experience has on the student perception of the anatomy practical learning environment. A study survey was designed to evaluate student perception of the anatomy practical program and its impact on student learning, for the initial cohort of a new medical school. The survey comprised 19 statements requiring a response using a 5-point Likert scale, in addition to a free text opportunity to provide opinion of the perceived educational value of the anatomy practical program. The response rate for a total cohort of 82 students was 89%. The anatomy practical program was highly valued by the students in aiding their learning of anatomy, as indicated by the high mean scores for all statements (range: 4.04-4.7). There was a significant difference between the students who had and had not studied a science course prior to entering medicine, with respect to statements that addressed aspects of the course related to its structure, organization, variety of resources, linkage to problem-based learning cases, and fairness of assessment. Nonscience students were more positive compared to those who had studied science before (P levels ranging from 0.004 to 0.035). Students less experienced in anatomy were more challenged in prioritizing core curricular knowledge. Clin. Anat. 24:664-670, 2011. © 2011 Wiley-Liss, Inc.
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Affiliation(s)
- R A Tedman
- School of Medicine, Griffith University, Gold Coast Campus, Queensland, Australia.
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Mercer A, Puddey IB. Admission selection criteria as predictors of outcomes in an undergraduate medical course: a prospective study. MEDICAL TEACHER 2011; 33:997-1004. [PMID: 21592024 PMCID: PMC3267525 DOI: 10.3109/0142159x.2011.577123] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/10/2023]
Abstract
BACKGROUND In 1998, a new selection process which utilised an aptitude test and an interview in addition to previous academic achievement was introduced into an Australian undergraduate medical course. AIMS To test the outcomes of the selection criteria over an 11-year period. METHODS 1174 students who entered the course from secondary school and who enrolled in the MBBS from 1999 through 2009 were studied in relation to specific course outcomes. Regression analyses using entry scores, sex and age as independent variables were tested for their relative value in predicting subsequent academic performance in the 6-year course. The main outcome measures were assessed by weighted average mark for each academic year level; together with results in specific units, defined as either 'knowledge'-based or 'clinically' based. RESULTS Previous academic performance and female sex were the major independent positive predictors of performance in the course. The interview score showed positive predictive power during the latter years of the course and in a range of 'clinically' based units. This relationship was mediated predominantly by the score for communication skills. CONCLUSIONS Results support combining prior academic achievement with the assessment of communication skills in a structured interview as selection criteria into this undergraduate medical course.
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Affiliation(s)
- Annette Mercer
- Faculty of Medicine, Dentistry and Health Sciences, The University of Western Australia, Australia.
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Dodds AE, Reid KJ, Conn JJ, Elliott SL, McColl GJ. Comparing the academic performance of graduate- and undergraduate-entry medical students. MEDICAL EDUCATION 2010; 44:197-204. [PMID: 20059678 DOI: 10.1111/j.1365-2923.2009.03559.x] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Abstract
OBJECTIVE This study compared the academic performance of graduate- and undergraduate-entry medical students completing the same pre-clinical curriculum and assessment at a large metropolitan university. Arguments have been made for the relative merits of both graduate- and undergraduate-entry medical programmes. However, data on the academic performance of graduate and undergraduate entrants are relatively scarce. METHODS This retrospective study adopted a quasi-experimental design to compare data from assessments of bioscience knowledge and clinical skills undertaken across 2 years for four cohorts of medical students (who commenced their studies between 2002 and 2005). Percentage final results for four bioscience knowledge subjects and four clinical skills assessments (based on objective structured clinical examination [OSCE] results) were compared for 240 graduates and 464 undergraduates using multivariate analysis of variance (manova). RESULTS Graduate-entry students performed marginally better than undergraduate-entry students on all four bioscience knowledge assessments (partial eta-squared [n(p)(2)], n(p)(2)=0.04) and also on early clinical skills assessments (n(p)(2)=0.06). CONCLUSIONS Graduate-entry students had a marginal academic performance advantage during the early years of this medical course. Most graduate-entry students had a first degree in a science discipline; thus their advantage may be explained by prior bioscience knowledge. Their performance advantage in clinical skills is less easily attributed to prior learning. Instead, this result provides some evidence for a possible advantage related to age. The marginal differences in early academic and clinical performance probably suggest that both graduate and undergraduate entry should exist in parallel to preserve multiple points of entry to the medical profession.
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Affiliation(s)
- Agnes E Dodds
- Medical Education Unit, Faculty of Medicine, Dentistry and Health Sciences, University of Melbourne, Melbourne, Victoria, Australia.
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15
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Price R, Wright SR. Comparisons of examination performance between 'conventional' and Graduate Entry Programme students; the Newcastle experience. MEDICAL TEACHER 2010; 32:80-2. [PMID: 20095780 DOI: 10.3109/01421590903196961] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Abstract
Knowledge assessment outcomes were compared between and across students on our Graduate Entry to Medicine (GEP) course at Newcastle (UK) and the conventional 5-year programme. Results show that Newcastle GEP students perform significantly better in these assessments than both 5-year programme students, and graduate students on the 5-year programme. There is no significant difference in these assessment scores between GEP students from different previous educational backgrounds.
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Affiliation(s)
- Richard Price
- Department of Medical Education, Newcastle University, UK.
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Schneider-Kolsky M, Wright C, Baird M. Evaluation of selection criteria for graduate students in radiation therapy. MEDICAL TEACHER 2006; 28:e214-9. [PMID: 17594574 DOI: 10.1080/01421590600969538] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/16/2023]
Abstract
Selection of suitable students into graduate medical and specialist health professional courses can be difficult. Historically, selection of students was primarily based on prior academic performance. Recently, however, more emphasis has been placed on considering broader academic backgrounds and personal characteristics and attitudes of students, but no reliable measurement tool is available to predict student success and satisfaction with their choice of profession. The aim of this study was to survey practising radiation therapists in Australia to seek their opinions regarding suitable selection criteria for graduate entry radiation therapy (RT) students in order to optimize selection procedures for future applicants. Four hundred questionnaires were sent to nine RT centres in three states within Australia. All nine clinics participated in the survey and 189 questionnaires were returned. Results show that the majority of radiation therapists place a high level of importance upon a sound knowledge of physics and mathematics, as well as life experience, and agree that a visit to an RT clinic plus an interview comprise important components of the selection process. Humanities, psychology and a psychometric test were not viewed as essential entry requirements. Experienced radiation therapists placed less value on academic performance in the primary degree and were more likely to include an interview as a selection criterion than junior practitioners. Empathy for patients was identified as the most important personal attribute. It is thus recommended that not only cognitive but also personal skills be evaluated during the selection of prospective radiation therapists.
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Affiliation(s)
- Michal Schneider-Kolsky
- Department of Medical Imaging & Radiation Science, School of Biomedical Sciences, Monash University, Clayton, Victoria 3800, Australia.
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Gorman D, Martin I, Poole P. Selecting the future doctors: the role of graduate medical programmes. Intern Med J 2005; 35:501-2; author reply 502. [PMID: 16176481 DOI: 10.1111/j.1445-5994.2005.00866.x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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