The effect of curriculum sample selection for medical school

Visser, Marieke de; Fluit, Cornelia; Fransen, Jaap; Latijnhouwers, Mieke; Cohen-Schotanus, Janke; Laan, Roland

doi:10.1007/s10459-016-9681-x

Cited by 23 publications

(28 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The evidence for this is scarce and findings are inconclusive. Students who had not participated in selection have been found to underperform compared to students who were selected or students who had enrolled through weighted lottery after being rejected in selection (de Visser et al 2016;Schripsema et al 2014), but these findings did not always reach significance (de Visser et al 2016;Schripsema et al 2014;Urlings-Strop et al 2013). Thus, limited evidence supports the hypothesis that students who have participated in selection outperform those who have not.…”

Section: Introductionmentioning

confidence: 94%

“…Whenever performance differences are found, however small they are, applying a selection procedure seems favourable over applying weighted lottery (de Visser et al 2016;Lucieer et al 2015;Schripsema et al 2014;Urlings-Strop et al 2009. However, the differences are often not statistically significant (de Visser et al 2016;Hulsman et al 2007;Lucieer et al 2015;Schripsema et al 2014;Stegers-Jager et al 2015;Urlings-Strop et al 2009).…”

Section: Introductionmentioning

confidence: 99%

“…However, the differences are often not statistically significant (de Visser et al 2016;Hulsman et al 2007;Lucieer et al 2015;Schripsema et al 2014;Stegers-Jager et al 2015;Urlings-Strop et al 2009). A more consistent finding is that toppu-GPA students generally outperform selected and lottery-admitted students (de Visser et al 2016;Schripsema et al 2014). Different contexts of the single-site studies (such as selection procedures, proportion of students admitted through the different admission pathways) may have led to conflicting results.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

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

Wouters

Croiset

Schripsema

et al. 2017

Adv in Health Sci Educ

View full text Add to dashboard Cite

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.

show abstract

Section: Introductionmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

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

Wouters

Croiset

Schripsema

et al. 2017

Adv in Health Sci Educ

View full text Add to dashboard Cite

show abstract

“…a videotaped lecture and reading a medical text) with first‐year GPA and concluded that these work samples could significantly better predict first‐year GPA than cognitive ability tests. In a more recent study De Visser et al showed additional value of their curriculum sample selection procedure compared with pu‐GPA, in particular for the lower pu‐GPA categories. Other recent Dutch studies also showed positive results for the use of curriculum samples for the selection of undergraduate psychology applicants .…”

Section: Non‐grades‐based Selection In the Netherlandsmentioning

confidence: 99%

Lessons learned from 15 years of non-grades-based selection for medical school

Stegers‐Jager

2017

Med Educ

View full text Add to dashboard Cite

ContextThirty years ago, it was suggested in the Edinburgh Declaration that medical school applicants should be selected not only on academic, but also on non‐academic, attributes. The main rationale behind extending medical school selection procedures with the evaluation of (non‐academic) personal qualities is that this will lead to the selection of students who will perform better as a doctor than those who are selected on the basis of academic measures only. A second rationale is the expectation that this will lead to a representative health workforce as a result of reduced adverse impact. The aims of this paper are (i) to describe what can be learned about the use of selection criteria other than grades from over 15 years of Dutch experience and (ii) to summarise current knowledge on the issue of adverse impact in relation to non‐grades‐based selection.MethodsA narrative review was undertaken of the (published) evidence that has resulted from non‐grades‐based school‐specific selection procedures in the Netherlands and from recent explorations of the effect of the use of non‐grades‐based selection criteria on student diversity.ResultsThe Dutch evidence is grouped into five key themes: the effect of participation in voluntary selection procedures, the assessment of pre‐university extracurricular activities, the use of work samples, Dutch experiences with situational judgement tests and the effects of changing circumstances. This is followed by several lessons learned for medical schools that aim to increase their student diversity.ConclusionOver the last 30 years, important steps towards reliable and valid methods for measuring non‐academic abilities have been taken. The current paper describes several lessons that can be learned from the steps taken in the Dutch context. The importance of sharing evidence gathered around the globe and building on this evidence to reach our goal of predicting who will be a good doctor is acknowledged.

show abstract

“…In Europe, applicants are increasingly selected on the basis of curriculum‐sampling tests (de Visser et al., ; Häkkinen, ; Lievens & Coetsier, ; Niessen, Meijer, & Tendeiro, , ; Reibnegger et al., ; Vihavainen, Luukkainen, & Kurhila, ). These curriculum‐sampling tests are designed based on the same rationale as work‐sample tests used in personnel selection (e.g., Callinan & Robertson, ).…”

Section: A Samples Approach To Admission Testingmentioning

confidence: 99%

Gender‐Based Differential Prediction by Curriculum Samples for College Admissions

Niessen

Meijer

Tendeiro

2019

Educational Measurement

View full text Add to dashboard Cite

A longstanding concern about admissions to higher education is the underprediction of female academic performance by admission test scores. One explanation for these findings is selection system bias, that is, not all relevant KSAOs that are related to academic performance and gender are included in the prediction model. One solution to this problem is to include these omitted KSAOs in the prediction model, many of these KSAOs are 'noncognitive' and “hard‐to‐measure” skills in a high‐stakes context. An alternative approach to capture relevant KSAOs is using representative performance samples. We examined differential prediction of first year‐ and third year academic performance by gender based on a curriculum‐sampling test that was designed as a small‐scale simulation of later college performance. In addition, we examined differential prediction using both frequentist and Bayesian analyses. Our results showed no differential prediction or small female underprediction when using the curriculum‐sampling tests to predict first year GPA, and no differential prediction for predicting third year GPA. In addition, our results suggest that more comprehensive curriculum samples may show less differential prediction. We conclude that curriculum sampling may offer a practically feasible method that yields minimal differential prediction by gender in high‐stakes operational selection settings.

show abstract

The effect of curriculum sample selection for medical school

Cited by 23 publications

References 30 publications

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

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

Lessons learned from 15 years of non-grades-based selection for medical school

Gender‐Based Differential Prediction by Curriculum Samples for College Admissions

Contact Info

Product

Resources

About