Admission committee dissent as a predictor of problems in medical school

Daugherty, Steven R.; Eckenfels, Edward J.; Schmidt, Jan

doi:10.1097/00001888-199009000-00015

Cited by 6 publications

(4 citation statements)

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“…When the full texts of these had been read, only 37 studies from the primary search were accepted for quality assessment (Fig. S1) 6–42 and the remaining 32 were excluded. Of these 32 studies, 17 were excluded for using either unwanted outcomes or outcomes defined in such a way that dropout was typically contaminated by delay in study 43–59 .…”

Section: Resultsmentioning

confidence: 99%

Factors associated with dropout in medical education: a literature review

et al. 2011

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Section: Resultsmentioning

confidence: 99%

Factors associated with dropout in medical education: a literature review

et al. 2011

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“…In other words, do the academic requirements sufficiently guarantee completion and predict graduation? The above distinction among 'on-time' graduates, 'drop-backs' and 'drop-outs' follows Daugherty et al (1990).…”

Section: Comparison Groupsmentioning

confidence: 99%

Student characteristics as predictors of drop-out from medical school: admissions to Beer-Sheva over a decade

Lazin

Neumann

1991

Medical Education

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The study sought to identify variables from the demographic, socio-economic, academic and personal background of medical students in order to reveal possible predictors of drop-out from medical school. The research included 443 students who were admitted to Ben Gurion University (BGU) Medical School during its first 10 years, 1974-1983. It was found that the permanent drop-out rate in BGU Medical School (12.6%) is relatively high and mainly due to academic failures. Of all admitted students 11.3% do not graduate on time due to academic reasons. The findings are discussed and suggestions for changes in admissions policy are provided.

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“…2,3 Although all admission committees consider both academic and personal characteristics of applicants, schools differ in how they score files and screen application materials. 4 For example, with regard to scoring, some medical school admission committees systematically assign weighted scores to various sections of the application, such as undergraduate grade point average (GPA), Medical College Admission Test (MCAT) scores, interview scores, and letters of evaluation. 5 Exactly which factors are weighted heavily also varies, and algorithms used to calculate a composite score often indirectly reflect the mission of the medical program, among other things.…”

mentioning

confidence: 99%