Analysis of factors that predict clinical performance in medical school

White, C. T.; Dey, Eric L.; Fantone, Joseph C.

doi:10.1007/s10459-007-9088-9

Cited by 39 publications

(25 citation statements)

References 18 publications

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“…White et al showed that MCAT scores did not predict the performance of minority students in the first year of medical school but did predict performance of majority students. 33 Additionally, Davis et al's comprehensive review of the MCAT showed that black examinees had lower average MCAT scores than white examinees. 34 This mirrored differences on other admissions standardized tests.…”

Section: Discussionmentioning

confidence: 99%

Admissions Criteria as Predictors of Academic Performance in a Three-Year Pharmacy Program at a Historically Black Institution

Tejada

Parmar

Purnell

et al. 2016

American Journal of Pharmaceutical Education

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Objective. To determine the ability of University of Maryland Eastern Shore School of Pharmacy's admissions criteria to predict students' academic performance in a 3-year pharmacy program and to analyze transferability to African-American students. Methods. Statistical analyses were conducted on retrospective data for 174 students. Didactic and experiential scores were used as measures of academic performance. Results. Pharmacy College Admission Test (PCAT), grade point average (GPA), interview, and observational scores combined with previous pharmacy experience and biochemistry coursework predicted the students' academic performance except second-year (P2) experiential performance. For African-American students, didactic performance positively correlated with PCAT writing subtests, while the experiential performance positively correlated with previous pharmacy experience and observational score. For nonAfrican-American students, didactic performance positively correlated with PCAT multiple-choice subtests, and experiential performance with interview score. The prerequisite GPA positively correlated with both of the student subgroups' didactic performance. Conclusion. Both PCAT and GPA were predictors of didactic performance, especially in nonAfricanAmericans. Pharmacy experience and observational scores were predictors of experiential performance, especially in African-Americans.

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Section: Discussionmentioning

confidence: 99%

Admissions Criteria as Predictors of Academic Performance in a Three-Year Pharmacy Program at a Historically Black Institution

Tejada

Parmar

Purnell

et al. 2016

American Journal of Pharmaceutical Education

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“…There are also many research results indicating a need for transparent and effective admission systems, as well as tools for assessing the non-cognitive abilities that may be significant in the medical career (McManus et al 2005;Cave et al 2007;Bore et al 2009;Fernando et al 2009;Powis 2009;O'Neill et al 2009;White et al 2009). …”

Section: Practice Pointsmentioning

confidence: 99%

Academic achievement, depression and anxiety during medical education predict the styles of success in a medical career: A 10-year longitudinal study

et al. 2012

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Aim: Our study investigated the styles of success in the medical career in young physicians, in comparison with the same subjects examined 4-10 years earlier.Methods: The participants were first studied when they applied to the medical university (1999). Questionnaires were sent to all students each year (2000)(2001)(2002)(2003)(2004)(2005). Fifty-four medical doctors participated in the first phase of the study completed a questionnaire four years after graduation. The current questionnaire included measures of burnout, satisfaction with medicine as a career, quality of life (QOL) and postgraduate examination results. Previous questionnaires had included measures of academic achievement, depression and anxiety. Results: We can describe three different styles of success, which can be predicted during medical education. Physicians with the best professional competence have the lowest income. However, physicians with the lowest professional competence gain the highest income. Those with the highest QOL (general well-being and life satisfaction) have the lowest professional stress and vulnerability to burnout. Anxiety and academic achievement (during the second and fourth year of study) are the significant predictors of specific style belonging. Conclusions: Our results may be useful to medical school admissions and resident selection committees to identify candidates at risk for less satisfaction or less competence.

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“…Additionally, specific attributes of the student, evaluator, or environment in which the interaction took place might affect the student's scores by introducing systematic differences into the measurement, further decreasing the reliability of the system. While previous research has studied the relationships between various demographic data of those being evaluated and their numerical scores 1,[3][4][5][6][7][8][9][10][11] as well as the reliability of clinical Correspondence: Ryan Spielvogel, 4860 Y Street, Suite 1600, Sacramento, CA 95817, USA Email: Ryan.Spielvogel@gmail.com evaluations, 4 few have investigated the effect these have on the system's overall reliability or further explored the specific sources of the variation. Additionally, many studies on this topic examined evaluations of residents by faculty.…”

Section: Introductionmentioning

confidence: 99%

Sources of variability in medical student evaluations on the internal medicine clinical rotation

et al. 2012

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Objectives: To explore the sources of variability in evaluator ratings among third year medical students in the Internal Medicine clinical rotation. Also, to examine systematic effects and variability introduced by differences in the various student, evaluator, and evaluation settings. Methods: A multilevel model was used to estimate the amount of between-student, between-rater and raterstudent interaction variability present in the students' clinical evaluations in a third year internal medicine clinical rotation. Within this model, linear regression analysis was used to estimate the effect of variables on the students' numerical evaluation scores and the reliability of those scores. Results: A total of 2,747 evaluation surveys were collected from 389 evaluators on 373 students over 4.5 years. All surveys used a nine-point grading scale, and therefore all results are reported on this scale. The calculated betweenrater, between-student and rater-student interaction variance components were 0.50, 0.27 and 0.62, respectively. African American/Black students had lower scores than Caucasian students by 0.58 points (t=-3.28; P=0.001). No gender effects were noted. Conclusions: These between-rater and between-student variance components imply that the evaluator plays a larger role in the students' scores than the students themselves. The residual rater-student interaction variance was larger and did not change by accounting for the measured demographic variables. This implies there is significant variability in each rater-student interaction that remains unexplained. This could contribute to unreliability in the system, requiring that students receive between 8 and 17 clinical evaluations to achieve 80% reliability.

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Analysis of factors that predict clinical performance in medical school

Cited by 39 publications

References 18 publications

Admissions Criteria as Predictors of Academic Performance in a Three-Year Pharmacy Program at a Historically Black Institution

Admissions Criteria as Predictors of Academic Performance in a Three-Year Pharmacy Program at a Historically Black Institution

Academic achievement, depression and anxiety during medical education predict the styles of success in a medical career: A 10-year longitudinal study

Sources of variability in medical student evaluations on the internal medicine clinical rotation

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