Relationships between performance in medical school and first postgraduate year

Veloski, J. Jon; Herman, Mary W.; Gonnella, Joseph S.; Zeleznik, Carter; Kellow, W F

doi:10.1097/00001888-197912000-00001

Cited by 28 publications

(28 citation statements)

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“…Having admitted students with variable secondary schooling and English language proficiency, features common to many medical schools, the next task is to identify curriculum components that predict performance early in the program, at different stages and, ultimately, in the final licensing examination and beyond graduation 3,4,6. Although our analysis did not yield a single predictor, it has been possible to identify different points in the program where borderline students can be flagged.…”

Section: Discussionmentioning

confidence: 99%

“…Because medical training is resource-intensive, it is important to select students who are capable of developing into competent and safe doctors. The dilemma facing medical faculties, however, is which selection criteria best predict student “success.”2,3 Ultimately, success should represent physician competence,4–7 but this is a difficult task because many cognitive and noncognitive factors influence competence 1,6–9. Individual medical faculties thus often develop unique entrance criteria encompassing more than one domain.…”

Section: Introductionmentioning

confidence: 99%

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Predicting performance at medical school: can we identify at-risk students?

Shaban

McLean

2011

AMEP

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BackgroundThe purpose of this study was to examine the predictive potential of multiple indicators (eg, preadmission scores, unit, module and clerkship grades, course and examination scores) on academic performance at medical school, with a view to identifying students at risk.MethodsAn analysis was undertaken of medical student grades in a 6-year medical school program at the Faculty of Medicine and Health Sciences, United Arab Emirates University, Al Ain, United Arab Emirates, over the past 14 years.ResultsWhile high school scores were significantly (P < 0.001) correlated with the final integrated examination, predictability was only 6.8%. Scores for the United Arab Emirates university placement assessment (Common Educational Proficiency Assessment) were only slightly more promising as predictors with 14.9% predictability for the final integrated examination. Each unit or module in the first four years was highly correlated with the next unit or module, with 25%–60% predictability. Course examination scores (end of years 2, 4, and 6) were significantly correlated (P < 0.001) with the average scores in that 2-year period (59.3%, 64.8%, and 55.8% predictability, respectively). Final integrated examination scores were significantly correlated (P < 0.001) with National Board of Medical Examiners scores (35% predictability). Multivariate linear regression identified key grades with the greatest predictability of the final integrated examination score at three stages in the program.ConclusionThis study has demonstrated that it may be possible to identify “at-risk” students relatively early in their studies through continuous data archiving and regular analysis. The data analysis techniques used in this study are not unique to this institution.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Predicting performance at medical school: can we identify at-risk students?

Shaban

McLean

2011

AMEP

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“…This approach leads to a unidimensional concept of clinical competence. Another approach provides various ratings for different aspects of clinical competence (Price et al,1964;Dowaliby & Andrew, 1976;Keck et al, 1979;Veloski et al, 1979;Arnold et al, 1984). This approach views clinical competence as a multidimensional concept with different dimensions.…”

Section: Introductionmentioning

confidence: 99%

Conceptualization and measurement of clinical competence of residents: a brief rating form and its psychometric properties

et al. 2002

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Conceptualization and measurement of clinical competence of residents are of interest to medical educators. Yet there is a scarcity of operational tools with satisfactory psychometric support for measuring clinical competence. In this study, we investigated the underlying structure, criterion-related validity and alpha reliability of a brief rating form (20 items) developed to assess clinical competence of residents. The study sample consisted of 882 physicians (654 men, 228 women) in postgraduate training at Thomas Jefferson University Hospital between 1998 and 2000. Construct validity of the form was supported by factor analysis. Two relevant factors emerged: 'Knowledge, Data-Gathering and Processing Skills', and 'Interpersonal Skills and Attitudes'. Criterion-related validity was supported by significant linear associations between factor scores and performance on the medical licensing examinations. Alpha reliability coefficients for the two factors were 0.98 and 0.97, respectively. This brief rating form can be employed as one measure to evaluate clinical competence of residents with reasonable confidence in its measurement properties.

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“…18 NBME Part II has been found to correlate with residency performance, 18 " 20 a low score is associated with a higher probability of being rated low in knowledge base during residency. 18 NBME Part II correlates positively with clinical performance better than NBME Part III, 15 which also suffers from major differences in performance by different specialties. 21 Clerkship grades seem to be the best predictors of residency performance.…”

Section: Discussionmentioning

confidence: 99%

“…21 Clerkship grades seem to be the best predictors of residency performance. 15 ' 22 Clerkship performance is related to NBME Part II scores, although less so if paper-and-pencil tests of cognitive knowledge are de-emphasized. 20 Sheehan and Sanford 23 developed a model of medical student achievement to assist in assessing applicants for medical school admission based on two future outcomes: acquisition of medical knowledge and performance as a physician.…”

Section: Discussionmentioning

confidence: 99%