Graduate entry medicine: selection criteria and student performance

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. The data included background characteristics, academic record, interview score and performance in...

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Bibliographic Details
Published in:PloS one 2011-11, Vol.6 (11), p.e27161-e27161
Main Authors: Bodger, Owen, Byrne, Aidan, Evans, Philip A, Rees, Sarah, Jones, Gwen, Cowell, Claire, Gravenor, Mike B, Williams, Rhys
Format: Article
Language:English
Subjects:
Academic achievement
Achievement tests
Analysis
Careers
Case studies
Computer Science
Correlation analysis
Criteria
Databases as Topic
Education, Medical, Undergraduate - statistics & numerical data
Educational Measurement - statistics & numerical data
Factor analysis
Factor Analysis, Statistical
Female
Health education
Humans
Male
Mathematics
Medical schools
Medical students
Medicine
Multivariate Analysis
Nonlinear Dynamics
Performance prediction
Physicians
Sample Size
SAT assessment
School Admission Criteria - statistics & numerical data
Science Policy
Students
Students, Medical - statistics & numerical data
Studies
Citations: Items that cite this one
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Summary: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. 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. 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
ISSN:1932-6203
1932-6203
DOI:10.1371/journal.pone.0027161