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Wu JW, Cheng HM, Huang SS, Liang JF, Huang CC, Shulruf B, Yang YY, Chen CH, Hou MC, Huey-Herng Sheu W. Medical school grades may predict future clinical competence. J Chin Med Assoc 2022; 85:909-914. [PMID: 36150103 DOI: 10.1097/jcma.0000000000000782] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022] Open
Abstract
BACKGROUND In real-world medical education, there is a lack of reliable predictors of future clinical competencies. Hence, we aim to identify the factors associated with clinical competencies and construct a prediction model to identify "improvement required" trainees. METHODS We analyzed data from medical students who graduated from National Yang-Ming University with clerkship training and participated in the postgraduate year (PGY) interview at Taipei Veterans General Hospital. Clinical competencies were evaluated using grades of national objective structured clinical examination (OSCEs). This study used data from medical students who graduated in July 2018 as the derivation cohort (N = 50) and those who graduated in July 2020 (n = 56) for validation. RESULTS Medical school grades were associated with the performance of national OSCEs (Pearson r = 0.34, p = 0.017), but the grades of the structured PGY interviews were marginally associated with the national OSCE (Pearson r = 0.268, p = 0.06). A prediction model was constructed to identify "improvement required" trainees, defined: trainees with the lowest 25% of scores in the national OSCEs. According to this model, trainees with the lowest 25% medical school grades predicted a higher risk of the "improvement required" clinical performance (Q1-Q3 vs Q4 = 15% vs 60%, odds ratio = 8.5 [95% confidence interval = 1.8-39.4], p = 0.029). In the validation cohort, our prediction model could accurately classify 76.7% "improvement required" and "nonimprovement required" students. CONCLUSION Our study suggests that interventions for students with unsatisfactory medical school grades are warranted to improve their clinical competencies.
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Affiliation(s)
- Jr-Wei Wu
- Department of Medical Education, Taipei Veterans General Hospital, Taipei, Taiwan, ROC
- College of Medicine, National Yang Ming Tung University, Taipei, Taiwan, ROC
- Clinical Innovation Center, Taipei Veterans General Hospital, Taipei, Taiwan, ROC
| | - Hao-Min Cheng
- Department of Medical Education, Taipei Veterans General Hospital, Taipei, Taiwan, ROC
- College of Medicine, National Yang Ming Tung University, Taipei, Taiwan, ROC
- Center for Evidence-based Medicine, Taipei Veterans General Hospital, ROC
| | - Shiau-Shian Huang
- Department of Medical Education, Taipei Veterans General Hospital, Taipei, Taiwan, ROC
- College of Medicine, National Yang Ming Tung University, Taipei, Taiwan, ROC
| | - Jen-Feng Liang
- Department of Medical Education, Taipei Veterans General Hospital, Taipei, Taiwan, ROC
- College of Medicine, National Yang Ming Tung University, Taipei, Taiwan, ROC
| | - Chia-Chang Huang
- Department of Medical Education, Taipei Veterans General Hospital, Taipei, Taiwan, ROC
- College of Medicine, National Yang Ming Tung University, Taipei, Taiwan, ROC
- Division of Clinical Skills Training Center, Taipei Veterans General Hospital, Taipei, Taiwan, ROC
| | - Boaz Shulruf
- University of New South Wales, Sydney, Australia
| | - Ying-Ying Yang
- Department of Medical Education, Taipei Veterans General Hospital, Taipei, Taiwan, ROC
- College of Medicine, National Yang Ming Tung University, Taipei, Taiwan, ROC
- Clinical Innovation Center, Taipei Veterans General Hospital, Taipei, Taiwan, ROC
- Division of Clinical Skills Training Center, Taipei Veterans General Hospital, Taipei, Taiwan, ROC
| | - Chen-Huan Chen
- Department of Medical Education, Taipei Veterans General Hospital, Taipei, Taiwan, ROC
- College of Medicine, National Yang Ming Tung University, Taipei, Taiwan, ROC
| | - Ming-Chih Hou
- College of Medicine, National Yang Ming Tung University, Taipei, Taiwan, ROC
- Division of Gastroenterology and Hepatology, Department of Medicine, Taipei Veterans General Hospital, Taipei, ROC
| | - Wayne Huey-Herng Sheu
- College of Medicine, National Yang Ming Tung University, Taipei, Taiwan, ROC
- Section of Endocrinology and Metabolism, Department of Medicine, Taipei Veterans General Hospital, Taipei, Taiwan, ROC
- Institute of Medical Technology, College of Life Science, National Chung-Hsing University, Taichung, Taiwan, ROC
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Callwood A, Groothuizen JE, Lemanska A, Allan H. The predictive validity of Multiple Mini Interviews (MMIs) in nursing and midwifery programmes: Year three findings from a cross-discipline cohort study. NURSE EDUCATION TODAY 2020; 88:104320. [PMID: 32193067 DOI: 10.1016/j.nedt.2019.104320] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/30/2019] [Revised: 11/11/2019] [Accepted: 12/18/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Education literature worldwide is replete with studies evaluating the effectiveness of Multiple Mini Interviews (MMIs) in admissions to medicine but <1% of published studies have been conducted in selection to nursing and midwifery programmes. OBJECTIVES To examine the predictive validity of MMIs using end of programme clinical and academic performance indicators of pre-registration adult, child, and mental health nursing and midwifery students. DESIGN AND SETTING A cross-sectional cohort study at one university in the United Kingdom. PARTICIPANTS A non-probability consecutive sampling strategy whereby all applicants to the September 2015 pre-registration adult, child, mental health nursing and midwifery programmes were invited to participate. Of the 354 students who commenced year one, 225 (64%) completed their three-year programme and agreed to take part (adult 120, child 32, mental health nursing 30 and midwifery 43). METHODS All applicants were interviewed using MMIs with six and seven station, four-minute models deployed in nursing and midwifery student selection respectively. Associations between MMI scores and the cross-discipline programme performance indicators available for each student at this university at the end of year three: clinical practice (assessed by mentors) and academic attainment (dissertation mark) were explored using multiple linear regression adjusting for applicant age, academic entry level, discipline and number of MMI stations. RESULTS In the adjusted models, students with higher admissions MMI score (at six and seven stations) performed better in clinical practice (p < 0.001) but not in academic attainment (p = 0.122) at the end of their three-year programme. CONCLUSION These findings provide the first report of the predictive validity of MMIs for performance in clinical practice using six and seven station models in nursing and midwifery programmes. Further evidence is required from both clinical and academic perspectives from larger, multi-site evaluations.
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Affiliation(s)
- Alison Callwood
- School of Health Sciences, University of Surrey, Guildford, UK.
| | | | | | - Helen Allan
- Centre for Critical Research in Nursing and Midwifery, School of Health and Education, Middlesex University, UK.
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Ali S, Sadiq Hashmi MS, Umair M, Beg MA, Huda N. Multiple Mini-Interviews: Current Perspectives on Utility and Limitations. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2019; 10:1031-1038. [PMID: 31849557 PMCID: PMC6913247 DOI: 10.2147/amep.s181332] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/13/2019] [Accepted: 11/16/2019] [Indexed: 06/10/2023]
Abstract
The growing role of healthcare professionals urged admissions committees to restructure their selection process and assess key personal attributes rather than academic achievements only. Multiple mini interviews (MMIs) were designed in 2002 to assess such domains in prospective healthcare professions. Being a high-stake assessment, the utility and limitations of MMI need to be explored. The purpose of this article is to review the available evidence to establish its utility. The claim of the reliability is verified by the studies assessing the effect of number of stations, duration of stations, format and scoring systems of stations and number of raters assessing the applicants. Similarly, by gathering evidence concerning its content validity, convergent/divergent correlation and predictive ability, validity is ensured. Finally, its acceptability and feasibility along with limitations is discussed. This article concludes by providing recommendations for further work required to deal with the limitations and enhance its utility.
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Affiliation(s)
- Sobia Ali
- Department of Health Professions Education, Liaquat National Hospital & Medical College, Karachi74800, Pakistan
| | | | - Mehnaz Umair
- Department of Health Professions Education, Liaquat National Hospital & Medical College, Karachi74800, Pakistan
| | - Mirza Aroosa Beg
- Department of Medical Education, Sindh Institute of Urology and Transplantation (SIUT), Karachi74200, Pakistan
| | - Nighat Huda
- Department of Health Professions Education, Liaquat National Hospital & Medical College, Karachi74800, Pakistan
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Shafi MA, Riza MRM, Riaz MS. The role of interviews in predicting student OSCE performance: medical students' perspective. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2018; 9:501-503. [PMID: 29983604 PMCID: PMC6027844 DOI: 10.2147/amep.s171496] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
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