Comparing the cognitive, personality and moral characteristics of high school and graduate medical entrants to the Tehran University of Medical Sciences in Iran

Bore, Miles; Majdzadeh, Reza; Rashidian, Arash; Munro, Don; Powis, David; Karbakhsh, Mojgan; Keshavarz, Hossein

doi:10.3109/0142159x.2013.826791

Cited by 8 publications

(5 citation statements)

References 23 publications

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“…Assuming that GEP students are more mature and motivated than UEP students [ 30 ], they might have paid more attention to their relationship with faculty members from the long-term perspective of their career as a doctor. Moreover, the higher self-awareness and self-control [ 31 , 32 ] of GEP students may have led to this difference because they more often write their emails from a receiver-centered perspective.…”

Section: Discussionmentioning

confidence: 99%

Etiquette for medical students’ email communication with faculty members: a single-institution study

et al. 2016

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BackgroundEmail is widely used as a means of communication between faculty members and students in medical education because of its practical and educational advantages. However, because of the distinctive nature of medical education, students’ inappropriate email etiquette may adversely affect their learning as well as faculty members’ perception of them. Little data on medical students’ competency in professional email writing is available; therefore, this study explored the strengths and weaknesses of medical students’ email etiquette and factors that contribute to professional email writing.MethodsA total of 210 emails from four faculty members at Seoul National University College of Medicine were collected. An evaluation criteria and a scoring rubric were developed based on the various email-writing guidelines. The rubric comprised 10 items, including nine items for evaluation related to the email components and one item for the assessment of global impression of politeness. Three evaluators independently assessed all emails according to the criteria.ResultsStudents were identified as being 61.0 % male and 52.8 % were in the undergraduate-entry program. The sum of each component score was 62.21 out of 100 and the mean value for global impression was 2.6 out of 4. The results demonstrated that students’ email etiquettes remained low-to-mediocre for most criteria, except for readability and honorifics. Three criteria, salutation (r=0.668), closing (r=0.653), and sign-off (r=0.646), showed a strong positive correlation with the global impression of politeness. Whether a student entered a graduate-entry program or an undergraduate-entry program significantly contributed to professional email writing after other variables were controlled.ConclusionsAlthough students in the graduate-entry program demonstrated a relatively superior level of email etiquette, the majority of medical students did not write emails professionally. Educating all medical students in email etiquette may well contribute to the improvement of student–faculty relationships as well as their email writing.

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Section: Discussionmentioning

confidence: 99%

Etiquette for medical students’ email communication with faculty members: a single-institution study

et al. 2016

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“…Those which have been published are often concerned with feasibility of use across cultural settings (e.g., Fukui et al 2014;Nedjat et al 2013) and/or are descriptive in terms of cross-sectional comparisons across different groups of students (e.g., graduate entrants versus school-leavers: Bore et al 2005a, b;James et al 2013;Lumsden et al 2005;Nedjat et al 2013). The few studies of predictive validity to date tend to be small scale, usually single site (Adams et al 2012(Adams et al , 2015Manuel et al 2005) and/or use local assessments as outcome measures (Adams et al 2012(Adams et al , 2015Dowell et al 2011;Manuel et al 2005), limiting their generalizable messages.…”

Section: Introductionmentioning

confidence: 99%

“…These can be grouped into ''paper and pencil'' assessments of personality traits (e.g., Adams et al 2012Adams et al , 2015Bore et al 2005a, b;Dowell et al 2011;Fukui et al 2014;James et al 2013;Lumsden et al 2005;Manuel et al 2005;Nedjat et al 2013), structured multiple interview approaches (Dore et al 2010;Eva et al, 2004aEva et al, , b, 2009Hofmeister et al 2008Hofmeister et al , 2009O'Brien et al 2011;Reiter et al 2007;Roberts et al 2008;Rosenfeld et al 2008), selection centres (Gafni et al 2012;ten Cate and Smal 2002;Ziv et al 2008;Gale et al 2010;Randall et al 2006a, b) and-the ''new kid on the block''-situational judgement tests (Christian et al 2010;Koczwara et al 2012;Lievens 2013;Lievens et al 2008;Patterson et al 2009). …”

Section: Introductionmentioning

confidence: 99%

Do personality traits assessed on medical school admission predict exit performance? A UK-wide longitudinal cohort study

MacKenzie

Dowell

Ayansina

et al. 2016

Adv in Health Sci Educ

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Traditional methods of assessing personality traits in medical school selection have been heavily criticised. To address this at the point of selection, ''non-cognitive'' tests were included in the UK Clinical Aptitude Test, the most widely-used aptitude test in UK medical education (UKCAT: http://www.ukcat.ac.uk/). We examined the predictive validity of these non-cognitive traits with performance during and on exit from medical school. We sampled all students graduating in 2013 from the 30 UKCAT consortium medical schools. Analysis included: candidate demographics, UKCAT non-cognitive scores, medical school performance data-the Educational Performance Measure (EPM) and national exit situational judgement test (SJT) outcomes. We examined the relationships between these variables and SJT and EPM scores. Multilevel modelling was used to assess the relationships adjusting for confounders. The 3343 students who had taken the UKCAT non-cognitive tests and had both EPM and SJT data were entered into the analysis. There were four types of non-cognitive test: (1) libertariancommunitarian, (2) NACE-narcissism, aloofness, confidence and empathy, (3) MEARS-self-esteem, optimism, control, self-discipline, emotional-nondefensiveness (END) and faking, (4) an abridged version of 1 and 2 combined. Multilevel regression showed that, after correcting for demographic factors, END predicted SJT and EPM decile. Aloofness and empathy in NACE were predictive of SJT score. This is the first large-scale study examining the relationship between performance on non-cognitive selection tests and medical school exit assessments. The predictive validity of these tests was limited, and the relationships revealed do not fit neatly with theoretical expectations. This study does not support their use in selection.

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“…Since the 1980s, the only criterion utilised in Iran has been success in the University Entrance Exam, which takes the format of a multiple choice written test (17). A large number of graduated from high school sit the entrance exam annually and admit different majors based on their ranks in this exam (18). This exam caters for all majors, and hence it cannot take speci c features and perquisites for each profession into account (19), where arguably criteria for the health professions may be different to other disciplines and professions.…”

Section: Selection For Nursing Education In Iranmentioning

confidence: 99%

A scoping review of admission criteria and selection methods in nursing education

Zamanzadeh

Ghahramanian

Valizadeh

et al. 2020

Preprint

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Background: Nursing education institutions are required to select and train applicants who have appropriate characteristics for delivering effective healthcare. Unlike other healthcare professions and despite the need to attract and select a competent workforce, there has been no comprehensive analysis of the selection criteria and methods used to recruit nursing students. As there is relatively limited prior research available, we conducted a scoping review to explore and synthesise the existing evidence regarding admission criteria and selection methods of nursing students and for the purpose of identifying an agenda for future research in this field.Methods: Our scoping review follows the Arksey and O’Malley five-step proposition including identifying the research question and relevant studies, study selection, tabulation of data, and summarizing and reporting the results. Seven databases (PubMed, CINAHL, Scopus, ERIC, SID, Irandoc and PsycINFO) were searched systematically using relevant keywords. Articles on admission of undergraduate nursing students published in both English and/or Persian from 2006 to 2019 were retrieved.Results: Existing research evidence suggests that nursing students are largely selected on the basis of two criteria - “cognitive-academic abilities” and “non-cognitive abilities.” Cognitive-academic abilities were assessed in four main dimensions of mathematics, language, natural sciences and reasoning skills mainly through standardized tests and academic records. Our review shows a wide range of non-cognitive characteristics are evaluated in nursing applicants including: morality, interpersonal communication skills and psychological strength. The selection method most commonly used to assess characteristics was through interviews (panel interviews or multiple mini interviews). Other methods included references, personal statements and personality assessment tools. Conclusions: This is the first scoping review of literature regarding nursing education selection and recruitment. Results can be used to inform nursing education policymakers and institutions in the design of their selection practices. Future research should concentrate on the evaluation and improvement methods of student selection including content and predictive validity analysis of multiple mini interview and standardized tests, development of cost-effective selection methods and job analysis studies to identify specific non-cognitive characteristics for nursing.

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Comparing the cognitive, personality and moral characteristics of high school and graduate medical entrants to the Tehran University of Medical Sciences in Iran

Cited by 8 publications

References 23 publications

Etiquette for medical students’ email communication with faculty members: a single-institution study

Etiquette for medical students’ email communication with faculty members: a single-institution study

Do personality traits assessed on medical school admission predict exit performance? A UK-wide longitudinal cohort study

A scoping review of admission criteria and selection methods in nursing education

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