An objective structured interview is an integral part of the process of selecting and admitting applicants to study medicine at this university. During the nine years (to the end of 1986) that

This study was undertaken to investigate the apparently widespread belief that in order to be successful at medical school, aspiring candidates must have a sound academic background based predominantly on the study of the natural sciences, be school-leavers aged about 18 (in the non-college educational environments such as Australia or the United Kingdom) and preferably be men. The demographic background and prior academic achievement of individual students entering the University of Newcastle Medical School between 1978 and 1989 has been reviewed and compared with their progress in medical studies. The data show that in the Newcastle medical school environment there is no significant correlation between outcome and previous study of any of the natural sciences. However, significant correlations between outcome and performance in the humanities in general, and English in particular, were found. In this regard a weak background in these subjects correlated with an increased tendency not to complete the medical course. There were no significant correlations found between outcome and age at entry, sex or levels of prior academic achievement (within the top 10% achievement band studied). In summary, the study offers no support for the current selection criteria dominating medical school admissions processes.

A 1:l matched case-control study was carried out to assess whether comments written about a candidate during a semi-structured interview can identify students likely to withdraw from a medical course better than global numerical scores. Fifty-nine students who withdrew from the undergraduate medical course at the University of Newcastle prior to completion were matched for sex, year and mode of entry into the course, prior academic qualifications and age at entry, with 59 students who had not discontinued or been excluded from the course.No significant differences were found between the numerical scores allocated for personal attributes to students who later withdrew from the course and those who continued. However, students who withdrew had statistically significantly more negative comments made about them at interview with respect to their supportive and encouraging behaviour 0, = 0.04) and their motivation to become doctors (p = 0.05). Although no other comparisons reached statistical significance, students who withdrew consistently received more negative comments and fewer positive comments than their continuing peers. A stepwise logistic regression procedure identified the number of negative comments made by interviewers about a candidate on their supportive and encouraging behaviour as the only statistically significant predictor of later withdrawal (odds ratio 1.65 95% confidence interval 1.01-2.70). (Aust NZ J Med 1992; 22: 692-698.) Key words: Medical school, personal qualities withdrawal, structured interview, predictive power. METHODS Source of DataDetails of the selection process :o the Bachelor of Medicine course at the University of Newcastle can be found elsewhere. ' -3 Briefly, applicants who have the

A 1:1 matched case-control study was carried out to assess whether comments written about a candidate during a semi-structured interview can identify students likely to withdraw from a medical course better than global numerical scores. Fifty-nine students who withdrew from the undergraduate medical course at the University of Newcastle prior to completion were matched for sex, year and mode of entry into the course, prior academic qualifications and age at entry, with 59 students who had not discontinued or been excluded from the course. No significant differences were found between the numerical scores allocated for personal attributes to students who later withdrew from the course and those who continued. However, students who withdrew had statistically significantly more negative comments made about them at interview with respect to their supportive and encouraging behaviour (p = 0.04) and their motivation to become doctors (p = 0.05). Although no other comparisons reached statistical significance, students who withdrew consistently received more negative comments and fewer positive comments than their continuing peers. A stepwise logistic regression procedure identified the number of negative comments made by interviewers about a candidate on their supportive and encouraging behaviour as the only statistically significant predictor of later withdrawal (odds ratio 1.65 95% confidence interval 1.01-2.70).

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