Diversity in medical school admission: insights from personnel recruitment and selection

Lievens, Filip

doi:10.1111/medu.12615

Cited by 20 publications

(21 citation statements)

References 22 publications

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“…Sixth, changing circumstances, such as higher selection ratios or applicants’ adapting behaviour to meet the selection criteria, may decrease the predictive validity of selection methods. Finally, with respect to adverse impact the main recommendation for medical schools would be to carefully think about a combination and weighting of academic as well as non‐academic selection instruments that would fit both the needs of validity and of diversity …”

Section: Resultsmentioning

confidence: 99%

“…Finally, with respect to adverse impact the main recommendation for medical schools would be to carefully think about a combination and weighting of academic as well as non-academic selection instruments that would fit both the needs of validity and of diversity. 4,17,32,65 Issues regarding reliability, validity and fairness of selection procedures have led to recent calls from the UK, the US and the Netherlands to replace medical school selection with lotteries. [66][67][68] However, my opinion is that, as long as we prevent our selection procedures from resembling expensive lotteries 69 by ensuring their reliability and validity while also taking the diversity amongst applicants into account, it is preferable to consider perceptions of applicants who favour methods that put them 'in control' 70 as well.…”

Section: Resultsmentioning

confidence: 99%

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Lessons learned from 15 years of non-grades-based selection for medical school

Stegers‐Jager

2017

Med Educ

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ContextThirty years ago, it was suggested in the Edinburgh Declaration that medical school applicants should be selected not only on academic, but also on non‐academic, attributes. The main rationale behind extending medical school selection procedures with the evaluation of (non‐academic) personal qualities is that this will lead to the selection of students who will perform better as a doctor than those who are selected on the basis of academic measures only. A second rationale is the expectation that this will lead to a representative health workforce as a result of reduced adverse impact. The aims of this paper are (i) to describe what can be learned about the use of selection criteria other than grades from over 15 years of Dutch experience and (ii) to summarise current knowledge on the issue of adverse impact in relation to non‐grades‐based selection.MethodsA narrative review was undertaken of the (published) evidence that has resulted from non‐grades‐based school‐specific selection procedures in the Netherlands and from recent explorations of the effect of the use of non‐grades‐based selection criteria on student diversity.ResultsThe Dutch evidence is grouped into five key themes: the effect of participation in voluntary selection procedures, the assessment of pre‐university extracurricular activities, the use of work samples, Dutch experiences with situational judgement tests and the effects of changing circumstances. This is followed by several lessons learned for medical schools that aim to increase their student diversity.ConclusionOver the last 30 years, important steps towards reliable and valid methods for measuring non‐academic abilities have been taken. The current paper describes several lessons that can be learned from the steps taken in the Dutch context. The importance of sharing evidence gathered around the globe and building on this evidence to reach our goal of predicting who will be a good doctor is acknowledged.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Lessons learned from 15 years of non-grades-based selection for medical school

Stegers‐Jager

2017

Med Educ

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“…Age, gender and pu-GPA, and socio-demographic variables could largely explain the ethnicity-related disparities in theoretical examinations, but not in language, writing and clinical skills examinations. In order to retain non-traditional students in the medical education pipeline (Lievens 2015), medical schools must design assessment strategies and, if necessary, additional targeted support programmes that create a level playing field for a diverse student population.…”

Section: Resultsmentioning

confidence: 99%

“…A first practical implication is that medical schools should take care in designing assessment strategies to avoid possible unintended effects of certain types of examinations for certain groups of students. In analogy to the “validity-diversity dilemma” (Kravitz 2008) in selecting for a diverse medical school population, as recently described by Lievens (2015), medical schools face the challenge of balancing assessment strategies that not only fulfil the goal of assessing the required standards of competency, but also retain a diverse student population. In order to ensure that non-traditional medical students are not disadvantaged, diversity should be considered both in test construction and implementation (Wass et al 2003).…”

Section: Discussionmentioning

confidence: 99%

Ethnic and social disparities in different types of examinations in undergraduate pre-clinical training

Stegers‐Jager

Brommet

Themmen

2016

Adv in Health Sci Educ

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Medical schools are increasingly faced with a more diverse student population. Generally, ethnic minority students are reported to underperform compared with those from the ethnic majority. However, there are inconsistencies in findings in different types of examinations. Additionally, little is known about the performance of first-generation university students and about performance differences across ethnic minority groups. This study aimed to investigate underperformance across ethnic minority groups and by first-generation university students in different types of written tests and clinical skills examinations during pre-clinical training. A longitudinal prospective cohort study of progress on a 3-year Dutch Bachelor of Medicine course was conducted. Participants included 2432 students who entered the course over a consecutive 6-year period (2008–2013). Compared with Dutch students, the three non-Western ethnic minority groups (Turkish/Moroccan/African, Surinamese/Antillean and Asian) underperformed in the clinical problem solving tests, the language test and the OSCEs. Findings on the theoretical end-of-block tests and writing skills tests, and results for Western minority students were less consistent. Age, gender, pre-university grade point average and additional socio-demographic variables (including first-generation university student, first language, and medical doctor parent) could explain the ethnicity-related differences in theoretical examinations, but not in language, clinical and writing skills examinations. First-generation university students only underperformed in the language test. Apparently, underperformance differs both across ethnic subgroups and between different types of written and clinical examinations. Medical schools should ensure their assessment strategies create a level playing field for all students and explore reasons for underperformance in the clinical and writing skills examinations.

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“…Indeed, a meta-analysis of 39 different studies, found Cronbach's alpha coefficients ranging from α=.43 to .94 . However, internal consistency of SJTs used in medical and dental contexts (Koczwara et al 2012, Patterson et al 2012a, 2014 have been found to consistently approach or exceed α=.70; the accepted value indicating good internal consistency (Kline 2000).…”

Section: How Reliable Are Sjts?mentioning

confidence: 99%

Situational judgement tests in medical education and training: Research, theory and practice: AMEE Guide No. 100

Patterson¹,

Zibarras²,

Ashworth³

2015

Medical Teacher

174

228

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This is the accepted version of the paper.This version of the publication may differ from the final published version. Vicki specialises in the fields of assessment and selection, evaluation and organisational development, delivering bespoke solutions to public and private sector clients in the UK and internationally. Permanent repository link Acknowledgements:We especially would like to thank Anna Rosselli and Fran Cousans for their support in preparing the final manuscript. reactions to a number of hypothetical role-relevant scenarios, which reflect situations candidates are likely to encounter in the target role. These scenarios are based on a detailed analysis of the role and should be developed in collaboration with subject matter experts, in order to accurately assess the key attributes that are associated with competent performance.From a theoretical perspective, SJTs are believed to measure prosocial Implicit Trait Policies (ITPs), which are shaped by socialisation processes that teach the utility of expressing certain traits in different settings such as agreeable expressions (e.g. helping others in need), or disagreeable actions (e.g. advancing ones own interest at others expense).

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Diversity in medical school admission: insights from personnel recruitment and selection

Cited by 20 publications

References 22 publications

Lessons learned from 15 years of non-grades-based selection for medical school

Lessons learned from 15 years of non-grades-based selection for medical school

Ethnic and social disparities in different types of examinations in undergraduate pre-clinical training

Situational judgement tests in medical education and training: Research, theory and practice: AMEE Guide No. 100

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