scholarly journals Black students applying and admitted to medicine in the province of Quebec, Canada: what do we know so far?

2021 ◽  
Author(s):  
Jean-Michel Leduc ◽  
Victoire Kpadé ◽  
Samantha Bizimungu ◽  
Martine Bourget ◽  
Isabelle Gauthier ◽  
...  
Keyword(s):  
Black Students ◽  
Medical School ◽  
Black People ◽  
Situational Judgment Test ◽  
Situational Judgment ◽  
Exit Survey ◽  
Selection Processes ◽  
Selection Interviews ◽  
Longitudinal Data Collection ◽  
Admission Interviews

To address the underrepresentation of Black students in medical schools in Canada and identify barriers in selection processes, we compare data from the latest Canadian census to that of an exit-survey conducted after a situational judgment test (Casper) among medical school applicants and from questionnaires done after selection interviews in Quebec, Canada. The proportion of Black people aged 15-34 years old in Quebec in 2016 was 5.3% province-wide and 8.2% in the Montreal metropolitan area. The proportion in the applicant pool for 2020 in Quebec was estimated to be 4.5% based on Casper exit-survey data. Comparatively, it is estimated that Black people represented 1.8% of applicants invited to admission interviews and 1.2% of admitted students in Quebec in 2019. Although data from different cohorts and data sources do not allow for direct comparisons, these numbers suggest that Black students applying to medical school are disproportionately rejected at the first step compared to non-Black students. Longitudinal data collection among medical school applicants will be necessary to monitor the situation. Further studies are required to pinpoint the factors contributing to this underrepresentation, to keep improving the equity of our selection processes.

scholarly journals Developing a situational judgment test blueprint for assessing the non-cognitive skills of applicants to the University of Utah School of Medicine, the United States

2015 ◽  
Vol 12 ◽  
pp. 51 ◽  
Author(s):  
Jorie M. Colbert-Getz ◽  
Karly Pippitt ◽  
Benjamin Chan
Keyword(s):  
United States ◽  
Medical School ◽  
Internal Consistency ◽  
Cognitive Skills ◽  
The United States ◽  
Situational Judgment Test ◽  
Situational Judgment ◽  
University Of Utah ◽  
School Of Medicine ◽  
The University

Purpose: The situational judgment test (SJT) shows promise for assessing the non-cognitive skills of medical school applicants, but has only been used in Europe. Since the admissions processes and education levels of applicants to medical school are different in the United States and in Europe, it is necessary to obtain validity evidence of the SJT based on a sample of United States applicants. Methods: Ninety SJT items were developed and Kane’s validity framework was used to create a test blueprint. A total of 489 applicants selected for assessment/interview day at the University of Utah School of Medicine during the 2014-2015 admissions cycle completed one of five SJTs, which assessed professionalism, coping with pressure, communication, patient focus, and teamwork. Item difficulty, each item’s discrimination index, internal consistency, and the categorization of items by two experts were used to create the test blueprint. Results: The majority of item scores were within an acceptable range of difficulty, as measured by the difficulty index (0.50-0.85) and had fair to good discrimination. However, internal consistency was low for each domain, and 63% of items appeared to assess multiple domains. The concordance of categorization between the two educational experts ranged from 24% to 76% across the five domains. Conclusion: The results of this study will help medical school admissions departments determine how to begin constructing a SJT. Further testing with a more representative sample is needed to determine if the SJT is a useful assessment tool for measuring the non-cognitive skills of medical school applicants.

The Team Role Test: Development and validation of a team role knowledge situational judgment test.

2008 ◽  
Vol 93 (2) ◽  
pp. 250-267 ◽  
Author(s):  
Troy V. Mumford ◽  
Chad H. Van Iddekinge ◽  
Frederick P. Morgeson ◽  
Michael A. Campion
Keyword(s):  
Test Development ◽  
Situational Judgment Test ◽  
Situational Judgment ◽  
Development And Validation

Development of a Situational Judgment Test to Predict Unethical Behavior

2012 ◽  
Author(s):  
Janneke K. Oostrom ◽  
Henk T. Van der Molen ◽  
Alec W. Serlie ◽  
Marise Ph. Born
Keyword(s):  
Unethical Behavior ◽  
Situational Judgment Test ◽  
Situational Judgment

SME trait effectiveness disagreement in situational judgment test scoring

2007 ◽  
Author(s):  
Laura G. Barron ◽  
Stephan J. Motowidlo ◽  
Margaret E. Beier ◽  
Tracy Kantrowitz ◽  
Courtney L. Holladay ◽  
...  
Keyword(s):  
Situational Judgment Test ◽  
Situational Judgment ◽  
Test Scoring

They #Woke: How Black Students in an After-School Community-Based Program Manifest Critical Consciousness

2021 ◽  
Vol 123 (1) ◽  
pp. 1-38
Author(s):  
V. Thandi Sulé ◽  
Michelle Nelson ◽  
Tiffany Williams
Keyword(s):  
Critical Race Theory ◽  
Black Students ◽  
Youth Development ◽  
Critical Consciousness ◽  
Black People ◽  
Black Youth ◽  
Black Americans ◽  
Primary Data ◽  
After School ◽  
Community Based

Background/Context Though Black Americans have long suffered under racial tyranny, they have made valiant efforts to subvert policies and practices that encroach on their humanity. Nevertheless, systemic racism has been virtually unyielding—creating both racial hierarchies and disparities in access to resources and wellness. Programs designed to address the condition of Black people, particularly Black youth, often employ deficit or dysfunctional logic, thereby ignoring the sociohistorical context in which Black youth navigate. Furthermore, not enough attention is given to the ways that culturally centered approaches ignite critical consciousness among Black youth in ways that are aligned with the tradition of the Black American abolitionist mindset. Purpose We build on the discourse on community-based youth programs and critical consciousness development by using frameworks that elevate race and culture in analyzing how Black youth make sense of their racialized experiences. Additionally, our explication challenges the overriding deficit focus of Black youth experiences within and outside school contexts by providing a nuanced view of Black youth agency. Research Design With critical race theory as the epistemic foundation, this study sought to foreground counternarratives among youth participants of a culturally centered, community-based program. Thus, we used semistructured interviews as our primary data source. Using a three-stage analytical process, we sought to understand if and how critical consciousness manifests within this youth community. Conclusions/Recommendations The study demonstrates the value of foregrounding African American culture and history to fortify the values of collectivism, self-determination, purpose, responsibility, empowerment, creativity, and faith among Black youth. The authors propose that educators collaborate with community-based Black culture and youth development experts to support dialogical, student-centered spaces that impart culturally centered knowledge about Black Americans. Furthermore, the authors advocate for professional development in asset-based pedagogies as a means to enhance belongingness among Black students.

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