Graduate entry medicine: selection criteria and student performance.

<h4>Background</h4>Graduate entry medicine raises new questions about the suitability of students with different backgrounds. We examine this, and the broader issue of effectiveness of selection and assessment procedures.<h4>Methods</h4>The data included background characteri...

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Autores principales:	Owen Bodger, Aidan Byrne, Philip A Evans, Sarah Rees, Gwen Jones, Claire Cowell, Mike B Gravenor, Rhys Williams
Formato:	article
Lenguaje:	EN
Publicado:	Public Library of Science (PLoS) 2011
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/76010b021c1b4cfc9a923a649495419e
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spelling	oai:doaj.org-article:76010b021c1b4cfc9a923a649495419e2021-11-18T07:33:49ZGraduate entry medicine: selection criteria and student performance.1932-620310.1371/journal.pone.0027161https://doaj.org/article/76010b021c1b4cfc9a923a649495419e2011-01-01T00:00:00Zhttps://www.ncbi.nlm.nih.gov/pmc/articles/pmid/22132089/?tool=EBIhttps://doaj.org/toc/1932-6203<h4>Background</h4>Graduate entry medicine raises new questions about the suitability of students with different backgrounds. We examine this, and the broader issue of effectiveness of selection and assessment procedures.<h4>Methods</h4>The data included background characteristics, academic record, interview score and performance in pre-clinical modular assessment for two years intake of graduate entry medical students. Exploratory factor analysis is a powerful method for reducing a large number of measures to a smaller group of underlying factors. It was used here to identify patterns within and between the selection and performance data.<h4>Principal findings</h4>Basic background characteristics were of little importance in predicting exam success. However, easily interpreted components were detected within variables comprising the 'selection' and 'assessment' criteria. Three selection components were identified ('Academic', 'GAMSAT', 'Interview') and four assessment components ('General Exam', 'Oncology', 'OSCE', 'Family Case Study'). There was a striking lack of relationships between most selection and performance factors. Only 'General Exam' and 'Academic' showed a correlation (Pearson's r = 0.55, p<0.001).<h4>Conclusions</h4>This study raises questions about methods of student selection and their effectiveness in predicting performance and assessing suitability for a medical career. Admissions tests and most exams only confirmed previous academic achievement, while interview scores were not correlated with any consequent assessment.Owen BodgerAidan ByrnePhilip A EvansSarah ReesGwen JonesClaire CowellMike B GravenorRhys WilliamsPublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 6, Iss 11, p e27161 (2011)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Owen Bodger Aidan Byrne Philip A Evans Sarah Rees Gwen Jones Claire Cowell Mike B Gravenor Rhys Williams Graduate entry medicine: selection criteria and student performance.
description	<h4>Background</h4>Graduate entry medicine raises new questions about the suitability of students with different backgrounds. We examine this, and the broader issue of effectiveness of selection and assessment procedures.<h4>Methods</h4>The data included background characteristics, academic record, interview score and performance in pre-clinical modular assessment for two years intake of graduate entry medical students. Exploratory factor analysis is a powerful method for reducing a large number of measures to a smaller group of underlying factors. It was used here to identify patterns within and between the selection and performance data.<h4>Principal findings</h4>Basic background characteristics were of little importance in predicting exam success. However, easily interpreted components were detected within variables comprising the 'selection' and 'assessment' criteria. Three selection components were identified ('Academic', 'GAMSAT', 'Interview') and four assessment components ('General Exam', 'Oncology', 'OSCE', 'Family Case Study'). There was a striking lack of relationships between most selection and performance factors. Only 'General Exam' and 'Academic' showed a correlation (Pearson's r = 0.55, p<0.001).<h4>Conclusions</h4>This study raises questions about methods of student selection and their effectiveness in predicting performance and assessing suitability for a medical career. Admissions tests and most exams only confirmed previous academic achievement, while interview scores were not correlated with any consequent assessment.
format	article
author	Owen Bodger Aidan Byrne Philip A Evans Sarah Rees Gwen Jones Claire Cowell Mike B Gravenor Rhys Williams
author_facet	Owen Bodger Aidan Byrne Philip A Evans Sarah Rees Gwen Jones Claire Cowell Mike B Gravenor Rhys Williams
author_sort	Owen Bodger
title	Graduate entry medicine: selection criteria and student performance.
title_short	Graduate entry medicine: selection criteria and student performance.
title_full	Graduate entry medicine: selection criteria and student performance.
title_fullStr	Graduate entry medicine: selection criteria and student performance.
title_full_unstemmed	Graduate entry medicine: selection criteria and student performance.
title_sort	graduate entry medicine: selection criteria and student performance.
publisher	Public Library of Science (PLoS)
publishDate	2011
url	https://doaj.org/article/76010b021c1b4cfc9a923a649495419e
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Graduate entry medicine: selection criteria and student performance.

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