Seeking inclusion in an exclusive process: discourses of medical school student selection

2014 ◽  
Vol 49 (1) ◽  
pp. 36-47 ◽  
Author(s):  
Saleem Razack ◽  
Brian Hodges ◽  
Yvonne Steinert ◽  
Mary Maguire
Keyword(s):  
Medical School ◽  
Student Selection ◽  
Exclusive Process ◽  
Medical School Student

A comparison of models of medical school student selection

1995 ◽  
Vol 2 (2) ◽  
pp. 93-100 ◽  
Author(s):  
Haikang Shen ◽  
Peter M. Bentler ◽  
Andrew L. Comrey
Keyword(s):  
Medical School ◽  
Student Selection ◽  
Medical School Student

scholarly journals Examination of Relationships of Scores Obtained in Grades 10 and 12 with the Entry and Success in Undergraduate Medical Education

2012 ◽  
Vol 10 (1) ◽  
pp. 57-61 ◽  
Author(s):  
AP Gautam ◽  
BH Paudel ◽  
CS Agrawal ◽  
SR Naraula ◽  
J Van Dalen
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Undergraduate Medical Education ◽  
Selection Criteria ◽  
Entrance Examination ◽  
Student Selection ◽  
Admission Test ◽  
Selection For ◽  
Private Management ◽  
Predictive Strength

Background Entrance examination (admission test) is the most important and widely accepted method of student selection for admission into medical schools in Nepal. For many schools it is the only criterion of student selection. Objectives To examine relationships of scores obtained in schooling (grade 10 and 12), medical entrance and MBBS professional examinations in a cohort to identify predictive strength for entry into medical school and success in medical education. Methods Exam scores from grade 10 to medical entrance and professional exams of undergraduate medical education of a total of 118 medical students who entered medical school between 1994 and 1998 only through the merit of open competitive medical entrance examination at the BP Koirala Institute of Health Sciences (BPKIHS) were assessed. Results Student selection for admission in MBBS course at BPKIHS and their subsequent success were not determined by difference in outcomes of public & private management of schools at grade 10 (selection p= 0.80 & success p= 0.32 ) and grade 12 (selection p= 0.59 & success p= 0.55). Grade 12 averaged scores had no relationship in getting these students selected for admission into medical course (r= 0.08, p= 0.37), but did show correlation with the overall success in medical education (r= 0.32, p= 0.00). Scores in physics at grade 12 retained predictive strength in success in medical education (r= 0.19, p= 0.04). Conclusion The present student selection criteria for medical education are not appropriate and need to incorporate other attributes of candidates along with cognitive aspects. KATHMANDU UNIVERSITY MEDICAL JOURNAL  VOL.10 | NO. 1 | ISSUE 37 | JAN - MAR 2012 | 66-71 DOI: http://dx.doi.org/10.3126/kumj.v10i1.6918

National examination for medical residency admission: academic variables and performance among different schools

2020 ◽  
Vol 63 (1, ene-feb) ◽  
pp. 60-67
Author(s):  
Miguel Angel Gaxiola-García ◽  
José de Jesús Villalpando-Casas ◽  
Sebastián García-Saisó ◽  
Manuel García-Minjares ◽  
Adrián Martínez-González
Keyword(s):  
Public Schools ◽  
Medical School ◽  
Private Schools ◽  
Geographic Region ◽  
T Test ◽  
Medical Residency ◽  
North West ◽  
North East ◽  
Admission Test ◽  
Medical School Student

Objective. To identify medical school characteristics associated with performance in a medical residency admission test. Materials and methods. Performance and selection rates according to type of medical school (Student´s t-test, Chi-squared test), accreditation status (Student´s t-test) and geographic regions (Anova) were analyzed from a database comprising 153 654 physicians who took the residency admission test Examen Nacional de Aspirantes a Residencias Médicas (ENARM) in the period 2014-2018. Results. Performance was 62.5% for accredited programs and 61.4% for non-accredited programs (p<0.001); public schools reached 62.3% and private schools 62.2% (p<0.001). Northern regions performed above 63% while South-Southeast at 58.9% (p<0.001). Selection rate was 26.2% for accredited programs and 22.9% for non-accredited (p<0.001); 26.6% for public schools and 23.6% for private schools (p<0.001). North-East and North-West reached 31% while South-Southeast 20.7%. Conclusions. Type of school, accreditation status and geographic region may influence performance and selection rate.

Medical School Student Climate Survey

1996 ◽  
Author(s):  
Merlynn R. Bergen ◽  
Cassandra M. Guarino ◽  
Charlotte D. Jacobs
Keyword(s):  
Medical School ◽  
Student Climate ◽  
Medical School Student

Early Medical Education Readiness Interventions

2020 ◽  
pp. 283-304
Author(s):  
Amber J. Heck ◽  
Courtney E. Cross ◽  
Veronica Y. Tatum
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Undergraduate Medical Education ◽  
School Administrators ◽  
Student Selection ◽  
Selection Processes ◽  
Medical Educators ◽  
Admissions Process ◽  
Over Time ◽  
Multiple Categories

Medical educators have long debated how to address one pivotal question: Which students will succeed in medical school? Traditionally, the approach to guaranteeing success in undergraduate medical education focused heavily on a rigorous admissions process. While student selection processes have evolved over time, so have the multiple categories of interventions to prepare students for success in medical school. These interventions are most often aimed at enhancing either academic or emotional preparedness in future or current students and are perhaps best described as early medical education readiness interventions. This chapter organizes these programs into the three overarching categories of preadmissions, prematriculation, and postmatriculation interventions, and will discuss the history and current landscape of each of these categories in detail. Further, the authors make recommendations for medical school administrators and directors of such programs to consider when designing their institutional approach to early medical education readiness interventions.

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