Selecting Medical Students: A rational approach

Lazarus, J. Michael; Niekerk, Van

doi:10.3109/01421598609028993

Cited by 9 publications

(6 citation statements)

References 13 publications

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“…It would be inaccurate to represent the clinical environment as homogeneous, or to imply that homogeneity is desirable in the graduates and thereby state that a particular profile of non‐cognitive attributes is ideal. Several authors draw attention to an essential variety, and have proposed separate admissions programmes based on different non‐cognitive selection prerequisites for different medical careers (Lazarus & van Niekerk 1986), and different study programmes (Funkenstein 1970) to accommodate this variation.…”

Section: (3) How To Selectmentioning

confidence: 99%

“…Although determination of the non‐cognitive qualities to be measured is difficult, e.g. Table 4, or Lazarus & van Niekerk (1986), the next step, the choice of the test to be used could tax even the most committed Admissions Committee member since there is an enormous literature about psychometric tests. It is recommended that professional advice be sought if using psychometric tests is contemplated but there is available a number of catalogues which can be consulted to become oriented in the area.…”

Section: (3) How To Selectmentioning

confidence: 99%

“…The remainder constitutes the eligible applicant pool. The pool of eligible applicants is evaluated in terms of performance in acceptable and reliable tests with high predictive validity (maybe just high face validity at the outset) for positive and negative qualities (cognitive and non‐cognitive). Those who are successful constitute the pool of suitable candidates. The applicants in this pool can be grouped according to prevailing norms of equitability; quotas from within each category could be selected by interview (but see also Antonovsky 1976; Lazarus & van Niekerk 1986).…”

Section: (4) a Practical Approach To Selectionmentioning

confidence: 99%

“…The applicants in this pool can be grouped according to prevailing norms of equitability; quotas from within each category could be selected by interview (but see also Antonovsky 1976; Lazarus & van Niekerk 1986).…”

Section: (4) a Practical Approach To Selectionmentioning

confidence: 99%

See 3 more Smart Citations

Selecting medical students

Powis¹,

Bore²,

Taylor³

1994

Medical Education

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Section: (3) How To Selectmentioning

confidence: 99%

Section: (3) How To Selectmentioning

confidence: 99%

Section: (4) a Practical Approach To Selectionmentioning

confidence: 99%

Section: (4) a Practical Approach To Selectionmentioning

confidence: 99%

See 2 more Smart Citations

Selecting medical students

Powis¹,

Bore²,

Taylor³

1994

Medical Education

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“…12 The skills and personal attitudes necessary for success in medical school have been studied. 13,14 By the age of medical school attendance, many of these have been developed, and if not already present, may be difficult to teach. 15,16 Students who possess desirable characteristics and attitudes have been shown to have a high rate of success in clinical practice.…”

mentioning

confidence: 99%

Selection of Neurosurgical Trainees

Myles

McAleer²

2003

Can. j. neurol. sci.

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Background:Medical students in Canada must make career choices by their final year of medical school. Selection of students for a career in neurosurgery has traditionally been based on marks, reference letters and personal interviews. Studies have shown that marks alone are not accurate predictors of success in medical practice; personal skills and attributes which can best be assessed by letters of reference and interviews may be more important. This study was an attempt to assess the importance of, and ability to teach, personal skills and attitudes necessary for successful completion of a neurosurgical training program.Methods:A questionnaire was sent to 185 active members of the Canadian Neurosurgical Society, asking them to give a numerical rating of the importance of 22 personal skills and attributes, and their ability to teach those skills and attributes. They were asked to list any additional skills or attributes considered important, and rate their ability to teach them.Results:Sixty-six (36%) questionnaires were returned. Honesty, motivation, willingness to learn, ability to problem solve, and ability to handle stress were the five most important characteristics identified. Neurosurgeons thought they could teach problem solving, willingness to consult informed sources, critical thinking, manual dexterity, and communication skills, but honesty, motivation, willingness to learn and ability to handle stress were difficult or impossible to teach.Conclusions:Honesty, motivation, willingness to learn, ability to problem solve and handle stress are important for success in a neurosurgical career. This information should be transmitted to medical students at “Career Day” venues. Structuring letters of reference and interviews to assess personal skills and attributes will be important, as those that can’t be taught should be present before the start of training.

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Choice or chance? The selection of student midwives

Phillips¹

1995

Midwives, Research and Childbirth

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Selecting Medical Students: A rational approach

Cited by 9 publications

References 13 publications

Selecting medical students

Selecting medical students

Selection of Neurosurgical Trainees

Choice or chance? The selection of student midwives

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