Psychiatric interviews and psychological tests as predictors of medical studentsʼ success

Ck, Aldrich

doi:10.1097/00001888-198708000-00006

Cited by 16 publications

(15 citation statements)

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“…Selection procedures could also include the assessment of non-cognitive knowledge, such as likely to perform well in medical school and beyond (Al-Nasir & Robertson, 2001). Studies have shown that the results of a medical college's selection procedures that include interviews incorporating the students' personal characteristics and cognitive abilities improve the selection process (Aldrich, 1987;Hojat et al, 1993). One earlier study reported that high school grades have a close correlation with the end of 1st year performance of medical students (Huff et al, 1999).…”

Section: Discussionmentioning

confidence: 99%

Critical analysis of performance of medical students

Niraula

Khanal²

2006

Education for Health: Change in Learning & Practice

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Section: Discussionmentioning

confidence: 99%

Critical analysis of performance of medical students

Niraula

Khanal²

2006

Education for Health: Change in Learning & Practice

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“…However, research findings, using a variety of personality measures to improve the predictive validity of academic performance have not been consistent (Pollock et al 1982;Aldrich 1987;Weiss et al 1988), probably due to conceptual and methodological issues, like variability in the definition and understanding of the constructs of both predictors and criterion measures and other factors as we will describe later.…”

Section: Personality In the Context Of Medical Education And Patient mentioning

confidence: 99%

Personality assessments and outcomes in medical education and the practice of medicine: AMEE Guide No. 79

Hojat

Erdmann²,

Gonnella³

2013

Medical Teacher

124

132

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In a paradigm of physician performance we propose that both ''cognitive'' and ''noncognitive'' components contribute to the performance of physicians-in-training and in-practice. Our review of the relevant literature indicates that personality, as an important factor of the ''noncognitive'' component, plays a significant role in academic and professional performances. We describe findings on 14 selected personality instruments in predicting academic and professional performances. We question the contention that personality can be validly and reliably assessed from admission interviews, letters of recommendation, essays, and personal statements. Based on conceptual relevance and currently available empirical evidence, we propose that personality attributes such as conscientiousness and empathy should be considered among the measures of choice for the assessment of pertinent aspects of personality in academic and professional performance. Further exploration is needed to search for additional personality attributes pertinent to medical education and patient care. Implications for career counseling, assessments of professional development and medical education outcomes, and potential use as supplementary information for admission decisions are discussed.''In the physician or surgeon no quality takes rank with imperturbability [which] means coolness and presence of mind under all circumstances and the physician who has the misfortune to be without it loses rapidly the confidence of his patient.''

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“…Some studies reported significant relationship between medical students' personality and academic performance (Leivens et al, 2002;Hoschl & Kozeny, 1997;Meredith et al, 1982), while others did not find such a link (Aldrich, 1987;Green et al, 1992). Yet, other studies indicate that personality attributes significantly predict academic success in medical school beyond measures of acquired knowledge (Hojat et al, 1993;1988).…”

Section: Introductionmentioning

confidence: 99%

Students' personality and ratings of clinical competence in medical school clerkships: a longitudinal study

Hojat¹,

Callahan²,

Gonnella³

2004

Psychology, Health & Medicine

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This study was designed to examine the associations between students' personality and assessments of their clinical competence in medical school. A set of questionnaires was completed by 1710 medical students to measure their self-esteem, sociability, loneliness, general anxiety, test anxiety, neuroticism (emotionality), perceptions of early relationships with parents, and general health. Students were divided into three groups of the low, moderate, and high competent based on the number of 'Honours' ratings they received in core clinical clerkships during the third year of medical school. Multivariate statistical analyses showed that the low competent students scored significantly lower on the self-esteem and sociability, but higher on the loneliness scale. The low competent students also perceived their early relationships with their parents as less satisfactory. Findings suggest that medical students' clinical competence assessments are associated with some aspects of their personality and with perceptions of early relationships with their parents. Findings have implications for the development of educational remedies and counseling strategies.

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Psychiatric interviews and psychological tests as predictors of medical studentsʼ success

Cited by 16 publications

References 0 publications

Critical analysis of performance of medical students

Critical analysis of performance of medical students

Personality assessments and outcomes in medical education and the practice of medicine: AMEE Guide No. 79

Students' personality and ratings of clinical competence in medical school clerkships: a longitudinal study

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