Predicting academic performance at a predominantly black medical school

A study was conducted by the authors that examined the validity of the Medical College Admission Test (MCAT), undergraduate grade-point average (GPA), and "competitiveness" of undergraduate college in predicting the performance of students at a predominantly black college of medicine. The performance measures used in the analysis consisted of course grades in all four years of medical school and scores on both Part I and Part II of the National Board of Medical Examiners (NBME) examinations. The predictive validities of the MCAT scores and undergraduate GPAs were found to be similar to those revealed in earlier studies conducted at predominantly white schools. Two exceptions to these similarities were found. First, the MCAT scores at the black school had a somewhat lower validity in predicting NBME examination scores than was the case at the other schools. Second, of the six MCAT subtest scores, Skills Analysis: Reading had the highest correlation with first-year grades, in contrast to results at the other schools. No differences between men and women were found in the validity of MCAT scores and the GPA. The competitiveness of the undergraduate college attended was found to contribute significantly to the prediction of all measures of medical school performance.     

Relationship between past academic performance and results of specialty in-training examinations

In this study, the authors review the records of 63 graduates of Northwestern University Medical School who were residents in its graduate medical education programs of anesthesia and orthopedic surgery. They examine the relationship among college grades, medical school performance, and the results of assessment by annual, nationwide, medical specialty in-training examinations. For the anesthesia group, the best predictors of in-training examination performance were the Medical College Admission Test (MCAT) Verbal Ability score, the college grade-point average for nonscience subjects, and the MCAT Science, General Information, and Quantitative Ability scores. For the orthopedic group, the best predictors were the MCAT Verbal Ability score, the college grade-point average in nonscience subjects, the MCAT Science score, and the National Board of Medical Examiners Part I and Part II examination scores. The previous academic records for the 63 residents contained little to presage results in the in-training examination. The correlation obtained between nonscience college subjects and the in-training examination results was negative.     

History of not completing courses as predictor of academic difficulty among first-year students

The study reported here was undertaken to determine whether the prediction of academic difficulty in the first year of medical school is enhanced by a consideration of the number of courses withdrawn from, repeated courses, and incomplete courses on a student's undergraduate academic record. All students enrolled from 1981 through 1985 at Southern Illinois University School of Medicine who experienced academic difficulty in the first year were selected for the study. Successful students were matched with these students in terms of minority or majority status and served as a control group. Discriminant and classification analyses were performed in a hierarchical stepwise manner to predict success or difficulty in the first year. The variables that were significant in discriminating between minority students who had academic difficulty and those who did not were the science grade-point average (grades in biology, chemistry, physics, and mathematics), the score on the reading subtest of the Medical College Admission Test (MCAT), and the number of withdrawals from courses. For majority students, the significant discriminating variables were the score on the MCAT biology subtest and the number of incompletes taken for courses. The results of this study have implications for medical school admissions committees, premedical advisers, and premedical students.     

An elective in primary care internal medicine for students in the preclinical years

A two-week elective to introduce first- and second-year medical students to primary care internal medicine was developed and evaluated. Course time is divided between conference sessions (25 percent) provided by full-time clinical faculty members and office experience (75 percent) provided by volunteer clinical faculty members (general internists in private practice and in prepaid health plans). Evaluations by the students (n = 58) who took the elective consisted of a questionnaire assessment of the conference session topics, the student's ability to carry out course objectives, and the preceptor's teaching activities. The conference topics were highly rated, with a mean score of 4.1 on a rating scale ranging from 1 (unfavorable) to 5 (favorable). The course objectives and teaching activities were also well rated, with a mean score of 4.1 and 3.9, respectively, on a rating scale ranging from 1 (none) to 5 (outstanding).     

An approach to alcoholism in a university medical center complex

We developed a three-part approach to the problem of alcoholism among the employees and faculty of the Vanderbilt University and Medical Center. This included identification of faculty and staff with problem drinking, guidance of those identified for rehabilitation, and an educational program for students. Forty university employees (37 staff and three faculty) with problem drinking were identified and referred for rehabilitation. The principles of employee assistance used successfully in industry were applied in this employee group. The 65% "job rehabilitation" rate is comparable with that achieved in industrial employee assistance programs. Identification and rehabilitation of faculty in the university required special approaches. The educational program for students as part of the medical school elective curriculum was attended by most of the first- and second-year medical students.     

Correlations between SAT scores and MCAT scores of black students in a summer program

The purpose of the study reported here was to determine the relationship between Scholastic Aptitude Test (SAT) scores and Medical College Admission Test (MCAT) scores of black students who had participated in a summer program for minority students interested in health careers held at the Medical College of Georgia. A significant correlation was established between these students' SAT and MCAT scores. These findings suggest that students who are likely to perform well in medical school can be selected for medical school while they are still underclassmen, accepted conditionally, and admitted after completing a prescribed curriculum. Early selection has implications for increasing the number of minority students in medicine and for permitting more liberal arts in the premedical education than the present selection process.     

Predictive validity of the MCAT for students with two sets of scores

Addressed in the study reported here is the question of which set of scores for those students who retake the Medical College Admission Test (MCAT) yields a better predictive validity. The sample was comprised of 304 students who retook the MCAT prior to entering Jefferson Medical College between 1978 and 1981. Five sets of MCAT scores were considered as predictors in the study: earlier, later, higher, and lower sets of MCAT scores and the average of the earlier and later scores for each MCAT subtest. Twenty-five criteria were used, including grades earned in the freshman and sophomore years and scores on the subtests of Part I and Part II of the examinations of the National Board of Medical Examiners. Correlational techniques, such as bivariate and multiple correlation analyses and canonical correlation followed by redundancy analysis were utilized. The magnitude of redundancy indices indicated that the set of MCAT scores in which the earlier and later scores were averaged was the best predictor, followed by the earlier, lower, higher, and later sets of MCAT scores. The implications of these findings for the admissions process and for validity studies are discussed.     

Use of MCAT data in selecting students for admission to medical school

In the spring of 1986, medical school admissions personnel were surveyed on their institutions' admissions practices and the use of Medical College Admission Test (MCAT) data in student selection. The admissions officers listed sources of information considered in processing applications. The variables accorded high importance were: overall and science undergraduate grade-point averages, quality of degree-granting institutions, letters of evaluation, interview ratings, MCAT scores, extracurricular activities, work in areas related to health care, breadth and/or difficulty of course work, and state of legal residence. Variables judged of medium importance were: nonscience grade-point average, graduate study, narratives supplied through the American Medical College Application Service or supplemental narratives, demographic factors, and undergraduate research. The respondents divided the 15-point MCAT scale into exemplary, acceptable, and unacceptable ranges of performance. These responses varied widely among institutions. The mean response for the bottom of the acceptable range was a score of seven, and the mean for the beginning of the exemplary range was 11. In considering individual MCAT subtest scores, 34 percent of the admissions officers regarded the six scores individually and equally, 51 percent weighted the areas in ways related to their curricula, and 43 percent summed or averaged scores with equal weights at some point. Thirty-one percent used MCAT scores to adjust grade-point averages across undergraduate institutions.     

医学病毒学实验课PBL教学改革

目的：探讨以问题为基础的学习（problem-based learning, PBL）在医学病毒学实验教学中的应用。方法将2011级临床医学专业学生随机分为2组,实验组45人（含五年制20人、七年制25人）采用PBL教学,对照组63人（含五年制38人、七年制25人）采用传统教学。对比两组学生的实验成绩、医学病毒学理论成绩和期末理论成绩,并对实验组学生行问卷调查;考试成绩采用t检验,用SPSS统计软件包进行分析。结果实验组七年制学生的医学病毒学理论成绩明显高于对照组七年制学生（P＆lt;0.05）,其他成绩2组差异无统计学意义。问卷显示,实验组学生对PBL可激发兴趣、锻炼病案分析与实验设计能力、促进知识理解和掌握方面满意度高;七年制学生对PBL可提高循证和归纳总结能力、五年制学生对PBL可提高自主学习能力和演绎素材能力满意度略低。结论联系公共卫生事件的医学病毒学实验课PBL教学能够激发学生学习兴趣,促进学生掌握知识,培养其良好的公共卫生意识。但需根据五年制和七年制学生学习能力对PBL教学流程作适当调整。     

Comparison of intraining evaluation with tests of clinical ability in medical students

Seventy-two medical students were studied regarding the predictive value of a number of evaluation procedures as they rotated through the Department of Medicine during their four-year undergraduate medical program at Queen's University in Kingston, Ontario, Canada. Scores obtained in two subjective evaluation procedures--one compiled at the completion of the second-year clinical skills course and the other at the end of the fourth-year clerkship--were compared with each other and with scores obtained on an objective structured clinical examination, two multiple-choice examinations, and two oral examinations. Even in this fairly homogeneous group of teachers and students, correlation between the different evaluation procedures was absent or slight.     

医学生时间管理倾向和心理健康的相关研究

目的：探讨医学生的心理健康状况、时间管理倾向及两者之间的关系.方法：采用青少年时间管理倾向量表和症状自评量表对温州医科大学452名学生进行问卷调查及分析.结果：医学生的时间监控观明显好于普通大学生;心理健康总分低于全国常模;时间效能感与心理健康存在负相关;结论：医学生的时间监控观较强,心理健康状况总体上有明显的提高;时间效能感对心理健康有较好的预测作用.     

Determining geriatric content in a medical school curriculum

Geriatric content in a medical school curriculum was assayed by surveying faculty course directors and students about course content, by conducting an independent review of course content, and by analyzing the content of course examinations. The students' assessments of geriatric content were found to be not valid. Considerable variability was found in the amount of geriatric content within courses, and review of course examinations was found to be the most valid review method. Pharmacology and second-year psychiatry courses were shown to have the most coverage of geriatrics, while microbiology, biochemistry, and neuroanatomy courses were shown to have the least coverage of geriatric items. The geriatric items in the course examinations correlated strongly (r = .71) with the National Board of Medical Examiners Part I and Part II examinations; because of this correlation, the investigators felt the study findings may be generalizable outside the one medical school. It would appear that geriatric content within the medical school curriculum is low; however, the results of the review methods indicate that disagreement exists over the degree of deficiency. The authors conclude that examination review offers an expeditious method to determine the relative emphasis placed upon geriatrics material within specific courses.     

Use of a medical reasoning aptitude test to help predict performance in medical school

A medical reasoning aptitude test (MRAT) was designed to assess aptitude for clinical problem-solving in medical school applicants. The purpose of the study reported here was to determine whether the information provided by this test, when used in conjunction with college grade-point averages (GPAs) and scores on the Medical College Admission Test (MCAT), would improve the prediction of medical school performance. Specifically, the authors investigated the incremental predictive value of the MRAT relative to students' overall performance in medical school and, more specifically, to their knowledge and clinical reasoning during preclinical years and clinical performance during the clerkship year. Overall, it was found that, with the exception of the first year, the addition of MRAT scores to the GPAs and MCAT scores increased precision in identifying students who performed poorly or exceptionally well in the second year and the clinical clerkship year. This last finding is especially useful, since few other tests have provided that information. On the basis of the preliminary findings, the authors propose further use and validation of the MRAT.     

医学生自主学习能力与翻转课堂教学效果的相互促进作用

目的 探索医学生的自主学习能力与翻转课堂教学效果之间的相互关系。方法 本研究采用问卷调查方法。2020年11月至12月，选取北京大学医学部2019级临床医学专业（五年制）123名学生作为研究对象，《神经生物学》为其必修课。以医学生自主学习能力测评量表（medical students’ autonomous learning ability assessment scale，MSALAAS）评估学生的自主学习能力，以期末考试成绩和问卷调查方法评估教学效果。以描述性分析、Mann-Whitney检验分析授课前、后学生自主学习能力的变化，以一元线性回归分析自主学习能力对其期末考试成绩、课程体验和课程评价的影响。结果 授课后学生的自主学习能力评分高于授课前[（113.65±15.88）分vs.（109.84±14.12）分，P<0.05]。以自主学习能力量表评分为自变量，分别以期末考试成绩、课程体验和课程评价为因变量，进行一元线性回归分析。结果显示，自主学习能力量表评分与其期末考试成绩（B=0.248，t=3.59，P<0.001）、课程体验（B=0.049，t=3.15，P=0.002）和课程评价（B=0.048，t=3.18，P=0.002）有相关性。结论 翻转课堂教学可提高医学生的自主学习能力；反过来，自主学习能力较高的学生在接受翻转课堂教学后，可获得更高的学业成绩，产生更好的课程体验和课程评价。     

选修课程《医学思维与创新》的实施与评价

目的逐步完善与医学创新教育相适应的课程体系,培养医学生的创新思维能力。方法开设选修课程《医学思维与创新》,对同一批学生在本课程实施前后进行效果评价;采用回顾性方法调查不同医院学生对临床医学教育实施现状的评价。结果医学生实践能力得分在课程后明显高于课程前(P<0.01),创新意识水平得分在课程前后比较无统计学意义(P>0.05);医学生的实践能力与创新意识水平具有高度相关性(P<0.01)。结论《医学思维与创新》课程的开设对于医学生尽快熟悉和掌握医学思维方法,培养其实践能力,发展其潜在的创新意识和激发其创造潜能,是具有一定效果的。     

医学专科生学习成绩影响因素相关回归分析

通过某校九五、九六级301名医学专科生学习成绩影响因素的显著性检验、单因素相关和多因素逐步回归分析,结果显示:女生学期总平均成绩高于男生(P<0.01);统招、统自生与自费生学习成绩差异极为显著(P<0.01)。单因素相关及多因素逐步回归分析表明;九五级学生学习成绩与性别、学生类别、健康状况关系密切(P<0.05或0.01),九六级学习成绩主要受年龄、学生类别、吸烟、对课程是否感兴趣等因素影响(P<0.01)。提示:医学专科学生学习成绩影响因素复杂,且不同年级影响因素有所不同。通过调查研究,对提高教学质量、搞好学生管理工作等具有指导意义。     

Reducing 'information overload' in the teaching of pharmacology: the '200 Drug List'

The author in this report describes the development and use of a restricted list of drugs in the medical pharmacology course at the Medical College of Georgia (MCG) School of Medicine. The "200 Drug List" was developed by the author by analyzing recent examinations given to students at the MCG and other places. The list contained 60 percent fewer drugs than had been taught in the course in prior years. Only those drugs on the list appeared on subsequent pharmacology examinations, regardless of the scope of the teaching program. Despite the limited number of drugs that the students were required to learn to satisfy the requirements of the teaching program, the average score for the class on the pharmacology subtest of the National Board of Medical Examiners Part I examination improved each year since the new approach was adopted. The 200 Drug List concept is viewed as an effective way to reduce the "information overload" for students without sacrificing the quality of an introductory course in pharmacology.     

External examinations for internal evaluation: the National Board Part I Test as a case

The appropriateness of the Part I examination of the National Board of Medical Examiners to evaluate second-year curricular performance of students at Case Western Reserve School of Medicine was examined. Review of the June 1974 examination by 37 faculty members revealed that 85% of the items reflected the content of the second-year curriculum and that 60% could be answered from information provided in the second-year teaching. Two-thirds of the items were related to the content of the first-year curriculum, and half could be answered on the basis of first-year material. The school's faculty used the study data in making policy-changing decisions.     

客观结构化临床考试在五年制医学生毕业考试中的应用

目的探讨客观结构化临床考试在五年制医学生临床操作技能考试中的作用。方法对江汉大学医学院2005届和2006届五年制临床医学专业458名学生进行客观结构化临床考试,考试共设5站,包括标准化病人站和非标准化病人站,考试结束后对部分考生进行了有关客观结构化临床考试的问卷调查。结果客观结构化临床操作技能考试的难度、区分度较好;经过模拟训练的2006届学生总体成绩更好,两届学生得分最低的考站均为辅助检查站;客观结构化临床考试形式已经获得大部分学生的认可。结论客观结构化临床考试对学生的考核较为客观、公正,可以对学生的临床能力进行客观的和多方面的评估。     

我国医学考试的起源与发展

我国医学考试起源于西周时期,形成和完善于隋唐,此后随着医学教育事业的兴起而不断发展。医学考试包括对学徒或学生、教师及医师的考试,方法有笔试、口试及结合实践能力的测试,同时重视理论与治疗结合的能力的考核,考试结果往往成为医务人员录用和晋升的标准。近代更吸取了西方许多有益的经验,促进了我国医学考试的发展。