Is Undergraduate Performance Predictive of Postgraduate Performance?

Woloschuk, Wayne; McLaughlin, Kevin; Wright, Bruce

doi:10.1080/10401334.2010.488205

Cited by 17 publications

(10 citation statements)

References 19 publications

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“…Of the 391 graduates, 124 (31.7%) matched to a family medicine residency program (see Table 1). We As previously noted, 24 our instrument measured two factors-clinical acumen (α = 0.91) and human sensitivity (α = 0.90)-and accounted for 77% of the total variance. All individual items displayed a factor loading of 0.75 or higher.…”

Section: Resultsmentioning

confidence: 98%

“…We mailed the global rating assessment tool to resident program directors in early June of 2010, 2011, and 2012, along with a copy of the consent form. The 10-item instrument (available on request), which was initially developed by others 23 and later modified, 24 provides a two-dimension factor structure (clinical acumen and human sensitivity) along with an overall rating of performance. Scores on clinical acumen are determined by ratings received on 5 items (medical knowledge, clinical judgment, patient management, clinical skills, and pharmacology).…”

Section: Methodsmentioning

confidence: 99%

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Comparing the Performance in Family Medicine Residencies of Graduates From Longitudinal Integrated Clerkships and Rotation-Based Clerkships

et al. 2014

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Section: Resultsmentioning

confidence: 98%

Section: Methodsmentioning

confidence: 99%

Comparing the Performance in Family Medicine Residencies of Graduates From Longitudinal Integrated Clerkships and Rotation-Based Clerkships

et al. 2014

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“…Thus, the background of this specific model was based on well-being and life satisfaction, including some complementary factors mentioned by Gattiker and Larwood in their model of career success, such as a job success (performance, happiness at work) and financial success [19]. Having reviewed the literature, authors decided to include work stress and burnout as symptoms of difficulty and failure in response to job expectations and as important measures of success in the medical career [20][21][22][23]. In the previous paper the authors of the article determined that success in a medical career seemed to be the consequence of the personality characteristics and not a simple result of the medical education process [24].…”

Section: Materials and Methods Participantsmentioning

confidence: 99%

The system of values and styles of success in the medical career: A longitudinal study

Budzinski

Walkiewicz

Tartas

2018

Int J Occup Med Environ Health

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Objectives: The purpose of the study was to investigate the relation between system values during medical education and styles of success in the medical career. Material and Methods: The participants were first examined when they applied to the medical school. Questionnaires were given to these students each academic year. Medical doctors who had participated in the first phase of the study completed a questionnaire 4 years after their graduation, too. The baseline questionnaire measured the system values. The follow-up questionnaire included measures of quality of life, work stress and burnout, satisfaction with medicine as a career and professional competency. Results: The identified 3 groups of students representing 3 types of careers had been different regarding their preferred terminal values and instrumental values. Out of 3 groups, 2 presented a high risk of burnout. What is more the life goals (terminal values) are relatively stable, but preferable modes of behavior (instrumental values) are likely to change. The most important differences between students who may suffer from burnout later as doctors and those who are at a lower risk are e.g., family security, freedom, happiness, mature love, self-respect, social recognition and wisdom. Conclusions: The Rokeach Value Survey may be applied to identify specific tendencies in the development of medical career. The obtained results may be used by the medical school admission officers as well as resident selection committees in order to identify candidates who may be at risk of professional difficulties. Authors can identify during medical education which student will be at risk of professional burnout after studies. Thus there could be a selection of interventions directed toward differentiated groups of students, e.g.: supplying them with proper coping vs. guiding them, to increase life satisfaction and productivity. Int J Occup Med Environ Health 2018;31(6):823 -835

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“…In our research, we devised a specific model based on life satisfaction and well-being, with reference to another model of career success, derived from the literature, to include such complementary factors as job success (performance, happiness at work) and material success [ 20 ]. In our model we included work stress and the tendency to burnout as expression of difficulty or defeat in response to career expectations, and as significant measures of success in a medical career [ 21 – 24 ].…”

Section: Introductionmentioning

confidence: 99%

The coping strategies during medical education predict style of success in medical career: a 10-year longitudinal study

et al. 2016

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Background: The stress associated with the physician's work is generally acknowledged and is related to well-being and life satisfaction. The presented study was designed to extract the role of coping strategies in identifying differentiated styles of success in a medical career during medical education. Methods: The participants were examined when they applied to medical school and each subsequent academic year. The final study took place four years after graduation. The baseline questionnaire measured coping strategies. The follow-up questionnaire consisted of measures of: quality of life, work stress and burnout, satisfaction with medicine as a career, and professional competency. Results: Based on coping strategies assessed during admission and preclinical years of medical study, some aspects of success in the participants' future medical career can be predicted. Students who take action and deal directly with a problem, neither accept resignation, nor reduce tension by expressing feelings would most probably resist future burnout. However, despite the fact that they obtain the highest quality of life or earn the highest income they would be, at the same time, the least satisfied with chosen career, as well as being more likely to be characterised by a low level of competence. Conclusions: Assessment of coping strategies at the beginning of medical education could be taken into consideration as an instrument to diagnose a specific trend in physicians' career development.

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Is Undergraduate Performance Predictive of Postgraduate Performance?

Abstract: Measures of undergraduate performance appear to be poor predictors of performance in residency that consisted of two primary dimensions (clinical acumen and human sensitivity).

Cited by 17 publications

References 19 publications

Comparing the Performance in Family Medicine Residencies of Graduates From Longitudinal Integrated Clerkships and Rotation-Based Clerkships

Comparing the Performance in Family Medicine Residencies of Graduates From Longitudinal Integrated Clerkships and Rotation-Based Clerkships

The system of values and styles of success in the medical career: A longitudinal study

The coping strategies during medical education predict style of success in medical career: a 10-year longitudinal study

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