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.     

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.     

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.     

Effect of two preclinical curricula on NBME Part I examination performance

The Michigan State University College of Human Medicine conducts two preclinical medical education programs. In Track I (lecture-based), students attend classes 24 hours per week, and lecture time totals 908 hours over a 50-week period. In Track II (problem-based), students attend classes only 12 hours per week, and lecture time totals 112 hours over the same 50-week period. Institution of the Part I examination of the National Board of Medical Examiners (NBME) as a graduation requirement provided an opportunity to compare the performances of students in both tracks. When students from each track with similar Science Problems subtest scores on the Medical College Admission Test were compared, no significant differences were observed in the students' total scores or pass rate on the NBME examination. However, there were significant differences in scores on the microbiology subtest of the NBME examination, with the Track I students achieving higher scores. The 1984 report of the Project Panel on the General Professional Education of the Physician and College Preparation for Medicine of the Association of American Medical Colleges stressed the need to examine critically and consider reducing the scheduled instructional and lecture hours in preclinical medical education programs. In the study reported here, the authors demonstrated that reduction of scheduled instructional time, when replaced by a guided problem-solving program, is not detrimental to students' performance on the NBME Part I examination.     

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.     

阅读困难儿童记忆与学习的关系研究

目的探讨阅读困难儿童的记忆特征；分析阅渎困难的记忆与学习关系：方法对长沙市两所学校的小学4-6年级，19个班级共755名学生进行筛查，确定阅渎困难儿童31名作为阅读困难组，并将阅读困难儿童同班级、同性别、年龄相差不到1岁的后一位学号的正常儿童作为对照组。对每一名人组儿童进行广泛性记忆与学习测验。结果阅读困难儿童在言语记忆量表（F=18．233，P=0．000）、视觉记忆量表（F=10．875，P=0．002）和学习记忆量表（F=19．617，P=0．000）3个维度方面较正常儿童差，9个因子中除图案记忆外，其余8个因子得分两组差异有统计学意义（P〈0．05或0．01）。多元逐步回归分析结果发现，成就测验成绩变异的44％可由言语记忆及句子记忆的变化来解释。数字记忆、言语学习及句子记忆3个因子对阅读困难儿童和正常儿童有鉴别作用，归类正确率为85．5％。结论阅读困难儿童存在短时记忆的损害，尤其是工作记忆损害较全面，但以语音环路最为明显．工作记忆损害对阅读困难具有特征性。     

Changes in the qualifications of medical school applicants, 1981 to 1985

The decline in the number of medical school applicants has prompted concerns among medical educators regarding the effects of this decrease on the qualifications of the applicant pool. Changes in the qualifications of medical school applicants were analyzed in terms of age, sex, and ethnicity or racial group using two measures of quality: Medical College Admission Test (MCAT) scores and grade-point averages. The distributions of these measures for 1981 and 1985 applicants were compared. The results showed that there were significant but modest gains over the years in the percentage of men and women applicants who scored from 10 to 15 on the MCAT biology, chemistry, physics, and science problems subtests. There were also significant percentage gains for applicants in all age categories, except applicants over age 32, and for all ethnic or racial groups except blacks. The authors conclude that a variety of sociodemographic, educational, and selection factors may account for these changes.     

基于RBANS的乙肝后肝硬化患者认知功能测定及影响因素

目的 应用RBANS量表测定乙肝后肝硬化患者的认知功能并初步研究可能影响RBANS评分的因素.方法 选取2010年3月至2011年2月之间首次诊断为乙肝后肝硬化的患者56例及健康对照组50例,对所有患者及健康对照组进行RBANS量表测定,同时测定患者肝、肾功能主要指标及血氨值,分析其与RBANS量表评分之间的相关性....     

The effects of coaching on salivary cortisol stress marker in mothers with young children,a randomized controlled trial

Objectives: The purpose of this study was to evaluate the effects of a coaching program on saliva cortisol sensitivity in normal healthy mothers with young children.Methods: A randomized controlled trial (RCT) was conducted with objective and subjective outcome measurements of the stress indicator. A postal survey to assess emotional intelligence (EI) was administered by random sampling to mothers of young children aged 3 months to 6 years in Japan. A total of 74 mothers with median EI scores or lower were enrolled in a RCT involving the coaching program. The intervention group received a 3-month coaching program. The control group was given the coaching program at follow-up. Stress state outcomes (saliva cortisol level, EI score, and Profile of Mood States (POMS)) were measured at baseline and immediate follow-up, with salivary cortisol measured again at a one-month follow-up.Results: Significant differences were found for saliva cortisol level and the EI score within and between the intervention and control groups. Some POMS subscale scores were significantly different within the intervention and control groups.Conclusion: The participants in the coaching program had significantly reduced saliva cortisol levels and better secondary outcomes than those in the control group.     

不同临床因素对护理实习生压力水平的影响

目的:探讨不同临床因素间护理实习生压力水平。方法:采用分层随机抽样的方法,以2015年4-6月在合肥市医院实习的护理本科实习生为调查对象,自制一般资料调查问卷,调查护理实习生的性别、年龄、生源地、性格、是否独生子女、专业喜爱程度、在校学习成绩等一般资料,护理实习生压力源量表调查护理实习生的压力水平。结果:性格内向的本科护理实习生在患者的情况和监督与评价方面及总均分得分均明显高于性格外向的护理实习生(P<0.01);不同专业喜爱程度本科护理实习生在工作性质与内容和对知识与技能的需求及总均分评分差异均有统计学意义(P<0.05~P<0.01),其中不热爱专业的护理实习生工作性质与内容、对知识与技能的需求及总均分评分均高于热爱专业的护理实习生(P<0.05~P<0.01);不同学习成绩护理本科实习生对知识和技能的需求和教学安排评分差异均有统计学意义(P<0.01和P<0.05),其中学习成绩一般和学习成绩差的护理实习生对知识和技能的需求和教学安排评分均高于学习成绩优秀的护理实习生(P<0.05~P<0.01);而不同性别、年龄、生源地、是否独生子女护理实习生的压力水平总均分以及各项压力源评分差异均无统计学意义(P>0.05)。结论:不同临床因素护理实习生感受到的压力源存在差异,护理教育者应根据护理实习生的自身特点给予积极的支持和帮助。     

Does practice make perfect? The effect of coaching and retesting on selection tests used for admission to an Australian medical school

OBJECTIVE: To assess the practice effects from coaching on the Undergraduate Medicine and Health Sciences Admission Test (UMAT), and the effect of both coaching and repeat testing on the Multiple Mini Interview (MMI). DESIGN, SETTING AND PARTICIPANTS: Observational study based on a self-report survey of a cohort of 287 applicants for entry in 2008 to the new School of Medicine at the University of Western Sydney. Participants were asked about whether they had attended UMAT coaching or previous medical school interviews, and about their perceptions of the relative value of UMAT coaching, attending other interviews or having a "practice run" with an MMI question. UMAT and MMI results for participants were compared with respect to earlier attempts at the test, the degree of similarity between questions from one year to the next, and prior coaching. MAIN OUTCOME MEASURES: Effect of coaching on UMAT and MMI scores; effect of repeat testing on MMI scores; candidates' perceptions of the usefulness of coaching, previous interview experience and a practice run on the MMI. RESULTS: 51.4% of interviewees had attended coaching. Coached candidates had slightly higher UMAT scores on one of three sections of the test (non-verbal reasoning), but this difference was not significant after controlling for Universities Admission Index, sex and age. Coaching was ineffective in improving MMI scores, with coached candidates actually having a significantly lower score on one of the nine interview tasks ("stations"). Candidates who repeated the MMI in 2007 (having been unsuccessful at their 2006 entry attempt) did not improve their score on stations that had new content, but showed a small increase in scores on stations that were either the same as or similar to previous stations. CONCLUSION: A substantial number of Australian medical school applicants attend coaching before undertaking entry selection tests, but our study shows that coaching does not assist and may even hinder their performance on an MMI. Nevertheless, as practice on similar MMI tasks does improve scores, tasks should be rotated each year. Further research is required on the predictive validity of the UMAT, given that coaching appeared to have a small positive effect on the non-verbal reasoning component of the test.     

An interim report on the MCAT Essay Pilot Project

Results from four pilot administrations of the Medical College Admission Test essay question are reported. Analyses focused on (a) the performance characteristics of sample groups differentiated by gender, size of hometown, race/ethnicity, and dominant language; (b) the relationships between essay scores and academic/demographic characteristics; and (c) the reliability of one 45-minute versus two 30-minute essays. No differences were found for examinees grouped by gender and size of home community. Mean differences among the racial/ethnic groups were explained largely by reading level differences. Differences in essay performance by language group were large and unexplained by reading level differences. No relationship was found between the essay score and the academic/demographic characteristics. Reliability estimates for two 30-minute essays were higher than for one 45-minute essay; however, the 30-minute period yielded writing of poorer quality. Test-retest reliabilities for the 45-minute topics will remain the focus of future studies as will performance by examinees for whom English is a second language. The impact of the essay on the selection process will also be assessed.     

可疑痴呆人群中阿尔茨海默氏病临床前的认识损害特征及其与中医证候的关系

1背景可疑痴呆（Questionabledementia,QD）概念被用来描述那些有认知障碍而又不符合痴呆诊断标准的患者群,由美国老年病学家D．P．Devand博士等于1996年在第45期《美国老年病学杂志》首次提出[1]。有关健康与衰老的大量研究显示,65岁以上人群中约30％的人有认知障碍但尚未达到痴呆诊断标准[2]。平均2．5年随访研究发现,41．3％的QD个体进展为痴呆,44％的QD不能确定是痴呆,14．7％的人仍是QD[1]。Bowen等[3]报告QD转化成痴呆的数量随着随访时间的延长而增加,在18、36、54个月后随访时转化率分别为24％、44％和55％。有证据表明…     

护理学专业对口生学习现状分析

[目的]分析护理学专业对口生与统招生的学习差异现状.[方法]采用描述性研究方法,对护理学专业2004,2005级全体学生的通识教育课程和学科基础课程学习成绩进行分析.[结果]统招生的大学数学、普通化学及大学语文课程成绩明显高于对口生;对口生的人体生理学及药物学课程成绩明显高于统招生.[结论]当前高等护理教育模式主要根据统招生的学习状况而建构,影响对口生的培养质量.为此,高等院校应针对对口生的实际情况,改革护理学专业对口生人才培养的模式.     

蒙特利尔认知评估量表在非痴呆性血管性认知功能障碍患者应用价值研究

目的:评价简易精神状态量表(MMSE)相比蒙特利尔认知评估量表(MoCA)在非痴呆性血管性认知功能障碍(VCIND)患者中的特点及早期发现VCIND的价值。方法:对120例VCIND患者和50例无认知功能障碍(NCI)脑梗死恢复期患者进行一般检查、神经功能评定检查,根据MMSE和MoCA评分程度将受试者分成NCI组50例、轻度VCIND组44例及重度VCIND组76例。比较3组MoCA和MMSE各项评分。结果:轻度VCIND组MoCA子项中视空间与执行功能、注意、语言、抽象、延迟记忆、定向及MMSE子项中回忆和定向评分均低于NCI组(P<0.05~P<0.01),重度VCIND组MoCA全部子项及MMSE子项执行功能、计算、回忆和定向评分均低于NCI组(P<0.01),重度VCIND组MoCA子项视空间与执行功能、注意、语言、延迟记忆、定向评分及MMSE子项中执行功能、回忆和定向评分均低于轻度VCIND组(P<0.05~P<0.01)。结论:MoCA在早期发现VCIND优于MMSE,对预测预后可能有一定的作用。     

儿童青少年首发精神分裂症认知障碍特征

目的 探讨儿童青少年首发精神分裂症患者认知功能损害特征.方法 对30例儿童青少年首发精神分裂症患者(首发组)和30例随机选取的健康志愿者(健康组)的认知功能进行研究.所有参与测试者受教育年限≥6年,对两组人员都进行精神分裂症认知功能成套测试共识版( MC-CB)测试,分析儿童青少年首发精神分裂症患者认知功能的特点和损害特征.患者的临床症状采用阳性与阴性症状量表(PANSS)进行评估.结果 除情绪管理测验得分两组没有差异外,其余各测试得分和MCCB总分差异统计学意义(P＜0. 05);首发患者的MCCB总分、持续性操作测验得分与PANSS量表中阴性症状因子分相关(P＜0. 05),而连线测验得分与患者PANSS量表中阳性症状因子分存在一定相关性.结论 儿童青少年首发精神分裂症患者的认知功能存在明显损害;首发精神分裂症患者的认知功能受损与阴性症状相关.     

温州市某医学院校大学生人格问卷在研究生复试中的应用

评估研究生复试考生的心理健康水平,以确保录取研究生生源质量。方法：以2011—2012年深圳市某医学院校复试研究生为研究对象,依托学生心理健康中心,运用电脑和心理测评软件,采用大学生人格问卷（UniversityPersonalityInven—tory,UPI）量表进行心理测评。结果：UP13种类型比较两两之间均存在显著性差异;UPI测伪题选择率较高;2011年和2012年可能存在心理问题的考生名单分别为6人、5人。结论：UP1只作为研究生录取与否的参考依据,对于录取研究生心理健康,以及培养质量具有十分重要的作用。     

中国不同地区小学生数学能力发展水平差异研究

目的探讨中国不同地区小学生数学能力发展水平的差异，为进一步研究小学生数学能力发展的影响因素奠定基础。方法根据2000年全国第5次人口普查资料，采用多阶段分层整群抽样的方法，在南部沿海区、南中部区、西南区、北部沿海区、北中部区、西北区的城区与农村抽取样本分别为3815名，3672名。结果南方，北方不同地区儿童的数学能力发展不平衡，南部沿海区数学能力发展水平较高，北部沿海区、西南区则较低，组间差异具有统计学意义（p〈0．0001）。结论南，北区域间小学生数学能力发展水平存在差异，需进一步对其影响因素进行探讨。     

开设分子生物学检验技术对实验技能的促进

为适应临床检验诊断学的发展，我院在2003级检验医学专业开设了《分子生物学检验技术》。学生对该课程表现出极大兴趣和热情，实验课中学生们表现尤其积极；比较2003级和2002级学生“基本实验技能考试”成绩，发现2003级学生基本操作、实验理论及技能考核等成绩均比2002级学生好，开设《分子生物学检验技术》课程对检验医学专业学生实验技能有促进作用。