Medical education in the Netherlands

Cate, Olle ten

doi:10.1080/01421590701724741

Cited by 137 publications

(102 citation statements)

References 12 publications

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“…In the Netherlands students for medical school are in part admitted by lottery and in part selected by a medical school-specific selection procedure (Ten Cate 2007). This situation presents a unique control group of randomly (lottery-) admitted students compared with those selected by a school-specific procedure which at our medical school combined nonacademic (puECAs) and academic (cognitive tests) criteria (Urlings-Strop et al 2009).…”

Section: Introductionmentioning

confidence: 99%

The relationship between extracurricular activities assessed during selection and during medical school and performance

Urlings‐Strop

Themmen

Stegers‐Jager

2016

Adv in Health Sci Educ

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Several medical schools include candidates' extracurricular activities in their selection procedure, with promising results regarding their predictive value for achievement during the clinical years of medical school. This study aims to reveal whether the better achievement in clinical training of students selected on the basis of their extracurricular activities could be explained by persistent participation in extracurricular activities during medical school (msECAs). Lottery-admitted and selected student admission groups were compared on their participation in three types of msECAs: (1) research master, (2) important board positions or (3) additional degree programme. Logistic regression was used to measure the effect of admission group on participation in any msECA, adjusted for pre-university GPA. Two-way ANCOVA was used to examine the inter-relationships between admission group, participation in msECAs and clerkship grade, with pre-university GPA as covariate. Significantly more selected students compared to lottery-admitted students participated in any msECA. Participation in msECAs was associated with a higher pre-university GPA for lottery-admitted students only, whereas participation in msECAs was associated with higher clerkship grades for selected students only. These results suggest that persistent participation in extracurricular activities of selected students favours better clinical achievement, supporting the inclusion of ECAs in the selection procedure. More insight in the rationale behind participation in extracurricular activities during medical school may explain differences found between lottery-admitted and selected students.

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Section: Introductionmentioning

confidence: 99%

The relationship between extracurricular activities assessed during selection and during medical school and performance

Urlings‐Strop

Themmen

Stegers‐Jager

2016

Adv in Health Sci Educ

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“…The literature on selection mainly contains single-site studies and studies investigating selection tools in isolation, rather than combinations of selection tools (Patterson et al 2016). This multi-site study aims to fill these gaps by examining the value of (different) selection procedures compared to a weighted lottery procedure, which is weighted for pre-university grade point average (pu-GPA) and includes direct admission for students with top-pu-GPAs (C8 out of 10) (Ten Cate 2007). Outcomes of interest were student performances, as well as motivation (for studying medicine) and engagement in learning, because these variables are deemed important for the learning, performance and well-being of students (Casuso-Holgado et al 2013;Prins et al 2009;Williams et al 1999).…”

Section: Introductionmentioning

confidence: 99%

A multi-site study on medical school selection, performance, motivation and engagement

Wouters

Croiset

Schripsema

et al. 2017

Adv in Health Sci Educ

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Medical schools seek ways to improve their admissions strategies, since the available methods prove to be suboptimal for selecting the best and most motivated students. In this multi-site cross-sectional questionnaire study, we examined the value of (different) selection procedures compared to a weighted lottery procedure, which includes direct admission based on top pre-university grade point averages (C8 out of 10; top-pu-GPA). We also considered whether students had participated in selection, prior to being admitted through weighted lottery. Year-1 (pre-clinical) and Year-4 (clinical) students completed standard validated questionnaires measuring quality of motivation (Academic Self-regulation Questionnaire), strength of motivation (Strength of Motivation for Medical School-Revised) and engagement (Utrecht Work Engagement Scale-Student). Performance data comprised GPA and course credits in Year-1 and clerkship performance in Year-4. Regression analyses were performed. The response rate was 35% (387 Year-1 and 273 Year-4 students). Top-pu-GPA students outperformed selected students. Selected Year-1 students reported higher strength of motivation than top-pu-GPA students. Selected students did not outperform or show better quality of motivation and engagement than lotteryadmitted students. Participation in selection was associated with higher engagement and better clerkship performance in Year-4. GPA, course credits and strength of motivation in Year-1 differed between students admitted through different selection procedures. Top-pu- GPA students perform best in the medical study. The few and small differences found raise questions about the added value of an extensive selection procedure compared to a weighted lottery procedure. Findings have to be interpreted with caution because of a low response rate and small group sizes.

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“…In one study it was shown that medical students had a negative attitude towards basic sciences, including anatomy and they believed that there was no association between theoretical and practical aspects of these sciences and they could not use the theoretical sciences in clinical situations (9). Another study on interns showed that they did not have a positive attitude towards use of basic sciences in wards and on patients' bedsides (10,11). Some studies have stated that the negative attitude towards basic sciences, especially anatomy, is due to the lack of consistency between theoretical and clinical aspects (12,13).…”

Section: Introductionmentioning

confidence: 99%

Medical Students Knowledge About Clinical Importance and Effective Teaching Methods of Anatomy

et al. 2017

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Background: Anatomy is taught to medical students during first and second years of study and there is a big interval between learning the theory and its usage in the clinic. Objectives: The aim of this study was to evaluate medical students knowledge about clinical importance and effective teaching methods of anatomy. Methods: This cross-sectional study was carried out on 225 preclinical and clinical medical students from the city of Zahedan, Iran, during October 2015 to April 2016. Participants were selected using the convenience sampling method. Data were collected using a three-part questionnaire after proving its validity and reliability. Data were reported as descriptive and analytical statistics t test, ANOVA, Pearson correlation) by the SPSS software version 16. The significant level was set as P < 0.05.

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Medical education in the Netherlands

Cited by 137 publications

References 12 publications

The relationship between extracurricular activities assessed during selection and during medical school and performance

The relationship between extracurricular activities assessed during selection and during medical school and performance

A multi-site study on medical school selection, performance, motivation and engagement

Medical Students Knowledge About Clinical Importance and Effective Teaching Methods of Anatomy

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