Why community members want to participate in the selection of students into medical school

Abstract

Introduction: Medical schools around the world have established affirmative selection policies to support applicants from the populations they serve. Increasingly they are involving community members in selecting students into medical school. At Flinders University, South Australia, community involvement in the selection of students into the medical school can be by participation in the mainstream Graduate Entry Medical Program (GEMP) selection process at the city campus in Adelaide, or through membership of the rural based Community Liaison Committee (CLC). The aim of this research was to understand what motivates community members to participate in the selection of medical students, how they feel about their participation, and their perceptions of who are the beneficiaries of their involvement. Methods: Eight community members were purposefully selected from the pool listed to participate in the mainstream GEMP selection process, and each of the four community members of the CLC were invited to participate in this research. Interviews with each participant were audiotaped to assist in gaining an accurate transcription. The interview consisted of seven open-ended questions. Using a qualitative methodology two rounds of coding of the data were undertaken independently by each of the authors. The first round determined descriptors of motivators and feelings held by the participants as a result of their participation in the selection process. From these descriptors a second round of coding was undertaken to draw inferences, and these inferences resulted in a thematic analysis. Results: Five themes described why the community members are motivated to be involved in the selection of medical students: opportunity for professional growth; for personal growth; responsibility to represent the broader community; protecting the student and public interest and self-interest in shaping the future workforce. Participating community members experienced feelings © P Stagg, DR Rosenthal, 2012. A licence to publish this material has been given to James Cook University, http://www.rrh.org.au 2 associated with energising; emotive feelings; feelings associated with self-worth, positivity and feelings of obligation. By bringing their own views and values to the selection process they believed that the students selected will meet the needs of their respective communities. They believe that the university gains both financially and politically by their involvement. Members of the rural based CLC considered this role a service to their community, to which they have a strong sense of accountability. Conclusion: Given the opportunity, community members are willing participants in selecting students into medicine. Community members bring different skills and perspectives to the selection process from which they can influence the future medical workforce.

A systematic review of stakeholder views of selection methods for medical schools admission

“… 4.5 Samarasekera et al 2014 [ 97 ] Abstract Singapore 1 medical school Quantitative SJT and Focused skills assessment Applicants and assessors N=UTD, RR = UTD UTD UTD 92% of candidates happy with format. 82% assessors positive perceptions of the process which Evaluated empathy, communication, integrity, general knowledge, resilience, personality profile 5 Stagg & Rosenthal 2012 a [ 41 ] Research paper Australia 1 Medical School Qualitative Not specified Community Members and Members of the rural based Community Liaison N = 12 Semi structured individual interviews Thematic analysis Overwhelmingly saw involvement in selection of students as positive. Opportunity for professional &personal growth; responsibility to represent the broader community; protecting the student and public interest and self-interest in shaping the future workforce.…”

“…Fairness, validity and comprehensiveness are viewed as crucial aspects of the selection process [ 49 ]. A strong sense of social accountability motivates community members and lay persons to become involved in the selection process [ 41 ].…”

Stakeholder views of rural community-based medical education: a narrative review of the international literature

“…A total of 30 RCBME programmes were described in the 52 articles included in this review. The majority of RCBME programmes (Table ) were from Australia, and the USA . Other countries represented included Canada, India, Japan, New Zealand, Nigeria, the Philippines, the Solomon Islands and the UK .…”

Nonacademic Attributes Predict Medical and Nursing Student Intentions to Emigrate or to Work Rurally: An Eight-Country Survey in Asia and Africa

“…Although not without challenges, such instruments have served an invaluable role in medical and nursing school admissions in high-income nations, revealing candidates' personal qualities through combined assessment of transcript demographics, personal statements, letters of reference, and in particular structured interviews. 50,51 At the time of surveying, most LMIC public training institutions (including all 16 that we studied) admitted students primarily on scholastic merit, and sometimes on entrance examination score alone. As evidence mounts, academic merit-based admissions in LMIC medical and nursing schools must be recognized as falling short of best educational practices.…”