Is Academic Attainment or Situational Judgment Test Performance in Medical School Associated With the Likelihood of Disciplinary Action? A National Retrospective Cohort Study

Abstract

Change controlVersion 5 1 Version 5 of this document contains changes to:1.1 Who can apply for a dataset (paragraphs 15 and 16). Information for student applicants 1.2 Stage 7 -Software arrangements and configuring the Safe Haven (paragraphs 44 -48). To improve data management data extracts will now be provided to researchers as a database in the Safe Haven. GMC staff will be able to assist researchers with connecting to analysis packages to their research extract database. 1.3Stage 8 -Review of analysis outputs against Statistical Disclosure Controls (paragraph 58). Statistical disclosure controls for charts and visualisations 2 Version 4 of this document reflects the following changes: 2.1 New datasets (BioMedical Admissions Test -[BMAT] scores and UCAS applications); 2.2 The option of bringing in additional datasets -paragraph 9 ; 2.3 Clarification of exemption from ethics approval -paragraph 14; 2.4 Archiving data extracts; 2.5 Note that there is a separate process for access to extracts for medical school entry profiles and workforce planning. This may be more suitable for those 2 of 50 working for an applicable organisation who do not wish to publish research. Please see UKMED training pathway analysis. * 3 Appendix B -GMC template Data Sharing Agreement has been updated to reflect the commencement of the General Data Protection Regulation (GDPR) on 25 May 2018. 4 Appendix C -Data User Agreement to access the HIC Safe Haven for approved UKMED Research Projects has been updated to reflect the commencement of the General Data Protection Regulation (GDPR) on 25 May 2018. Version 3 5 Amendments have been made to paragraphs 22, 23, 54 and 55 to ensure the involvement of colleges in requests involving exam data.

Situational judgement test performance and subsequent misconduct in medical students

“…15,16 These studies reported univariable relationships between the SJT scores and misconduct in both medical students 15 and during the first 5 years of practice. 16 However, in both cases, these relationships were no longer statistically significant after adjusting for the influence of educational and demographic factors. Neither study reported results solely adjusted for performance on other selection metrics.…”

“…Likewise, two previous studies, both using data from the UKMED, explored the relationship between performance on an SJT taken after medical school entry and disciplinary action 15,16 . These studies reported univariable relationships between the SJT scores and misconduct in both medical students 15 and during the first 5 years of practice 16 . However, in both cases, these relationships were no longer statistically significant after adjusting for the influence of educational and demographic factors.…”

“…However, this latter study used an SJT taken after admission to medical school. Likewise, two previous studies, both using data from the UKMED, explored the relationship between performance on an SJT taken after medical school entry and disciplinary action 15,16 . These studies reported univariable relationships between the SJT scores and misconduct in both medical students 15 and during the first 5 years of practice 16 .…”

“…Moreover, this would be the first study to link performance on an SJT taken prior to medical school entry to subsequent disciplinary events. Previous studies have, to date, only evaluated this relationship with SJT scores taken after matriculation 15–17 …”

“…Previous studies have, to date, only evaluated this relationship with SJT scores taken after matriculation. [15][16][17] Thus, the aims of this study were to establish whether performance on the UCAT SJT at application was associated with the subsequent risk of disciplinary action during medical school. A secondary aim was to establish to what extent, if any, the SJT scores demonstrated incremental validity over the other two main selection assessment metrics (cognitive performance and academic achievement)?…”