Coaching Issues

Griffin, Barbara

doi:10.1007/978-3-319-94971-0_9

Cited by 5 publications

(3 citation statements)

References 46 publications

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“…The final step was to assess if the predictive validity of these tests is altered for those students who attended commercial coaching in an effort to improve their selection test performance. In other words, we investigate whether the predictive validity of selection tests might be threatened or compromised by a factor outside the control of those making selection decisions …”

Section: Predicting Medical Student Achievement Across Timementioning

confidence: 99%

Predicting patterns of change and stability in student performance across a medical degree

Griffin

Bayl-Smith

2018

Med Educ

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Section: Predicting Medical Student Achievement Across Timementioning

confidence: 99%

Predicting patterns of change and stability in student performance across a medical degree

Griffin

Bayl-Smith

2018

Med Educ

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“…On the other hand, while basic familiarity with the test format and type of item is strongly encouraged and typically supported by test development agencies (e.g., through descriptions of the tested constructs and availability of practice tests), the idea that content‐specific coaching can significantly increase the likelihood of success on selection tests appears overstated. Despite anecdotal (and marketing) claims of improved scores for candidates who choose to enroll in coaching courses, and similar perceptions among many candidates (Kumar et al, 2018), researchers in the area are generally sceptical of their actual impact on scores, concluding that coaching provides little benefit beyond that achievable through appropriate familiarization with the form of questions and content of the test (Griffin, 2018; Griffin et al, 2008; McGaghie et al, 2004; Wilkinson & Wilkinson, 2013).…”

Section: Introductionmentioning

confidence: 99%

Should we extend the currency of cognitive ability test scores? Considerations from construct, equity, and psychometric perspectives in medical selection

Chiavaroli,

Le,

Parker‐Newlyn

et al. 2023

Int J Selection Assessment

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Scores on cognitive ability tests used in tertiary admissions contexts generally have very limited currency. This can have significant implications for prospective applicants to high‐demand courses which use cognitive tests as part of the selection process. In this paper we present both psychometric and non‐psychometric considerations regarding the score currency of ability tests, using GAMSAT (Graduate Medical School Admissions Test) as an example. We found that GAMSAT scores showed sufficient stability at the cohort level for institutions to be reasonably confident that a test score would continue to provide a valid representation of cognitive ability for up to a 5‐year period. However, candidates’ pre‐test preparation will influence whether it is in their interest to re‐sit a test even within an extended currency period.

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“…Professional coaching in completing selection tests may further disadvantage applicants from lower socio‐economic status and rural areas, as cost and distance may restrict their access to such assistance. Coaching can even undermine the validity of selection tests 8 . Evidence regarding the effect of coaching for the UKCAT is limited; a 2012 study 2 found that 9% of applicants for one medical undergraduate course had attended professional coaching, but it was not associated with improved performance.…”

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confidence: 99%

The change from UMAT to UCAT for undergraduate medical school applicants: impact on selection outcomes

Griffin

Horton

Lampe

et al. 2020

Medical Journal of Australia

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Objectives To assess whether the change from the Undergraduate Medical and Health Sciences Admissions Test (UMAT; 1991–2019) to the University Clinical Aptitude Test (UCAT) for the 2020 New South Wales undergraduate medical degree intake was associated with changes in the impact of sex, socio‐economic status and remoteness of residence, and professional coaching upon selection for interview. Design, setting, participants Cross‐sectional study of applicants for the three NSW undergraduate medical programs for entry in 2019 (4114 applicants) or 2020 (4270); 703 people applied for both intakes. Applicants selected for interview were surveyed about whether they had received professional coaching for the selection test. Main outcome measures Scores on the three sections of the UMAT (2019 entry cohort) and the five subtests of the UCAT (2020 entry); total UMAT and UCAT scores. Results Mean scores for UMAT 1 and 3 and for all four UCAT cognitive subtests were higher for men than women; the differences were statistically significant after adjusting for age, socio‐economic status, and remoteness. The effect size for sex was 0.24 (95% CI, 0.18–0.30) for UMAT total score, 0.38 (95% CI, 0.32–0.44) for UCAT total score. For the 2020 intake, 2303 of 4270 applicants (53.9%) and 476 of 1074 interviewees (44.3%) were women. The effect size for socio‐economic status was 0.47 (95% CI, 0.39–0.54) for UMAT, 0.43 (95% CI, 0.35–0.50) for UCAT total score; the effect size for remoteness was 0.54 (95% CI, 0.45–0.63) for UMAT, 0.48 (95% CI, 0.39–0.58) for UCAT total score. The impact of professional coaching on UCAT performance was not statistically significant among those accepted for interview. Conclusions Women and people from areas outside major cities or of lower socio‐economic status perform less well on the UCAT than other applicants. Reviewing the test and applicant quotas may be needed to achieve selection equity.

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Coaching Issues

Cited by 5 publications

References 46 publications

Predicting patterns of change and stability in student performance across a medical degree

Predicting patterns of change and stability in student performance across a medical degree

Should we extend the currency of cognitive ability test scores? Considerations from construct, equity, and psychometric perspectives in medical selection

The change from UMAT to UCAT for undergraduate medical school applicants: impact on selection outcomes

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