The Australian Medical Schools Assessment Collaboration: benchmarking the preclinical performance of medical students

Objectives: To report the level of participation of medical schools in the Australian Medical Schools Assessment Collaboration (AMSAC); and to measure differences in student performance related to medical school characteristics and implementation methods. Design: Retrospective analysis of data using...

Full description

Saved in:
Bibliographic Details
Published in:Medical journal of Australia 2015-02, Vol.202 (2), p.95-98
Main Authors: O'Mara, Deborah A, Canny, Ben J, Rothnie, Imogene P, Wilson, Ian G, Barnard, John, Davies, Llewelyn
Format: Article
Language:English
Subjects:
Australia
Benchmarking - standards
Clinical Competence - standards
Cooperative Behavior
Education
Humans
Schools, Medical - organization & administration
Schools, Medical - standards
Students, Medical
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Objectives: To report the level of participation of medical schools in the Australian Medical Schools Assessment Collaboration (AMSAC); and to measure differences in student performance related to medical school characteristics and implementation methods. Design: Retrospective analysis of data using the Rasch statistical model to correct for missing data and variability in item difficulty. Linear model analysis of variance was used to assess differences in student performance. Setting and participants: 6401 preclinical students from 13 medical schools that participated in AMSAC from 2011 to 2013. Main outcome measures: Rasch estimates of preclinical basic and clinical science knowledge. Results: Representation of Australian medical schools and students in AMSAC more than doubled between 2009 and 2013. In 2013 it included 12 of 19 medical schools and 68% of medical students. Graduate‐entry students scored higher than students entering straight from school. Students at large schools scored higher than students at small schools. Although the significance level was high (P 
ISSN:0025-729X
1326-5377
DOI:10.5694/mja14.00772