Establishing the criterion validity of the Graduate Medical School Admissions Test (GAMSAT)

Coates, Hamish

doi:10.1111/j.1365-2923.2008.03154.x

Cited by 44 publications

(47 citation statements)

References 18 publications

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“…The movement towards developing medical students as leaders has to be contrasted against the fact that high school exam performance and academic achievement continues to be the primary basis for selection to medical school 4. Not surprisingly, students who perform at the highest scholastic levels are being selected to study medicine 5.…”

Section: So Are We Selecting the Right People To Be Physicians?mentioning

confidence: 99%

Physicians as leaders: are we trying to fit square pegs into round holes?

Montgomery

2018

leader

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The purpose of medical education has changed over the last 70 years. The modern doctor is expected to be a leader who will be skilled in people management, team working and patient engagement. Moreover, the burgeoning literature on the development of medical leadership competency frameworks as a way to inform curriculum development is evidence of a desire to empower physicians to be healthcare leaders. The movement towards developing medical students as leaders has to be contrasted against the fact that high school exam performance and academic achievement continues to be the primary basis for selection to medical school. Not surprisingly, the smart kids are studying medicine. Unfortunately, there is a person–job mismatch between the initial skills that allows an individual entry to medical school and what the job will actually entail. For example, higher levels of intelligence are associated with less effective leadership styles. Thus, we seem to have a conundrum concerning input and output. In the following paper, I will examine the degree to which we are attempting to remould ‘square’ physicians to fit them into a ‘round’ medical landscape. The purpose of the paper is twofold. First, to assess the degree to which we can realistically expect the ‘average’ medical student to be moulded into a leader, and second, to identify what practical steps we can take to enable medical students to take a leadership role.

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Section: So Are We Selecting the Right People To Be Physicians?mentioning

confidence: 99%

Physicians as leaders: are we trying to fit square pegs into round holes?

Montgomery

2018

leader

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“…7 It also fi ts with data which indicate an inverse relationship between broader, noncognitive parameters such as experience in leadership positions and a likelihood of failure. 8,9 There is undoubtedly controversy about the reliability of interviews in the student selection process, but this is a global view representing a broad range of interview techniques.…”

Section: Discussionmentioning

confidence: 75%

Evidence-informed dental student recruitment techniques

Kay¹,

Bennett²,

Coombes

2010

Br Dent J

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“…Such variation in the strength of correlations between cohorts and institutions is a typical finding [2,5,6], emphasizing the pitfalls of generalizing results from predictive validity studies without recognizing differences in the contexts in which they are conducted. Such a variation can be viewed as a form of sampling error, which leads to our ultimate conclusion that the ongoing effort to accumulate data from numerous contexts is vital to establishing a sound understanding of what works in the process of medical school admissions.…”

Section: Discussionmentioning

confidence: 99%

“…Studies of the GAMSAT [5], UMAT [6][7][8][9], and UKCAT [10] show that their predictive validity ranges from low to moderate with respect to medical school performance in the first years. The predictive validity of prior academic achievement is generally higher.…”

Section: Introductionmentioning

confidence: 99%

The Predictive Validity of a Two-Step Selection Process to Medical Schools

Kennet-Cohen

Turvall

Saar

et al. 2016

Journal of Biomedical Education

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Background. A two-step selection process, consisting of cognitive and noncognitive measures, is common in medical school admissions. Objective. To estimate the validity of this process in predicting academic performance, taking into account the complex and pervasive effect of range restriction in this context. Methods. The estimation of the validity of the two-step process included a sequential correction for range restriction and an estimation of the predictive validity of the process in its entirety. Data were collected from 1,002 undergraduate students from four cohorts (2006/07-2009/10) at three medical schools in Israel. Results. The predictive validity of the composite of the cognitive measures with respect to Year 1 performance was high, resulting entirely from the predictive validity of the admission test (a standard measure of ability). The predictive validity of the noncognitive measure was moderate. The predictive validity of the process in its entirety was high, its value dependent on the weights given to the cognitive and noncognitive measures. Conclusion. A cognitive admission test has a high predictive validity with respect to Year 1 performance. The addition of a noncognitive measure in the second step does not markedly diminish the predictive validity of the selection process with respect to academic achievement.

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Establishing the criterion validity of the Graduate Medical School Admissions Test (GAMSAT)

Cited by 44 publications

References 18 publications

Physicians as leaders: are we trying to fit square pegs into round holes?

Physicians as leaders: are we trying to fit square pegs into round holes?

Evidence-informed dental student recruitment techniques

The Predictive Validity of a Two-Step Selection Process to Medical Schools

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