Relationships between performance in medical school and first postgraduate year

Data from a longitudinal study of Jefferson Medical College graduates were analyzed to determine levels of clinical competence in the first postgraduate year and relationships between postgraduate ratings and performance during medical school. Ratings were obtained on knowledge, data-gathering skills, clinical judgement, and professional attitudes from the hospitals in which the graduates received their training. Significant relationships were found among three levels of performance in medical school and postgraduate ratings and in all four competence areas. Relationships were strongest at the highest and lowest performance levels. It is concluded that in a substantial number of cases good and poor performance in the first postgraduate year can be predicted on the basis of information already available to the medical school faculty.     

Impact of medical school class ranking systems on applicants' ratings for residency positions

The systems used by the medical schools for evaluation of 106 applicants for 1984-85 pediatric level 1 (PL-1) residency positions at the Duke University Medical Center were studied by the authors to determine the possible relationship between contents of the applications and the rankings of these applicants for the National Resident Matching Program (NRMP). In the 56 U.S. medical schools studied, the grading systems of 24 medical schools used three passing grades (usually A, B, C), 14 used two passing grades (usually honors and pass), six used one passing grade (pass) and seven used a mixed system or number grades. The grading systems of five schools could not be discerned. Ten schools provided the class distribution of the awarded grades, and 23 identified the relative class standing of the applicant. Twenty-seven schools disclosed the position of the applicant in the class through grade distribution data or class standing; the 29 other schools did not make such information known. Students whose schools had identified their class positions achieved higher rankings from the residency selection committee than did students from schools which did not, in spite of the fact that schools which did not disclose the student's comparative positions were categorized as being more "distinguished."     

Correlates of clinical performance during medical school.

Many efforts have been made to define the complex factors related to successful clinical performance and to determine relationships among them. This study was an attempt to increase the understanding of cognitive and noncognitive attributes of clinical performance. Intercorrelations among overall clinical performance ratings, quarterly comprehensive examination scores, total scores on the Part II examination of the National Board of Medical Examiners, and overall grade-point average were computed for a graduating class of medical students. Aspects of clinical performance pertaining to information, concepts, skills, ingenuity, and conscientiousness were found to correlate with academic achievement as measured by grades and cognitive tests; however, such a correlation was not found for other aspects pertaining to attitude, peer relations, maturity, patient rapport, and integrity.