Factors associated with success in medical school: systematic review of the literature

Ferguson, Eamonn; James, David; Madeley, Laura

doi:10.1136/bmj.324.7343.952

Cited by 639 publications

(731 citation statements)

References 25 publications

Supporting

Mentioning

628

Contrasting

Unclassified

Order By: Relevance

“…Female students were viewed as significantly less confident and more anxious than their male counterparts [12], but results in the realm of clinical performance have not been consistent, regarding an advantage for either female or male students [13][14][15]26]. Despite an advantage of females regarding palpatory diagnostic competencies in our study, students of both genders achieved comparable results during practical manipulative assessment.…”

Section: Discussioncontrasting

confidence: 60%

“…Thus far, however, neither PAL strategies nor gender differences with regard to this learning process have been investigated in this context. The research of the role of biological sex and sociological gender has added important results for treatment strategies, clinical research and career planning of physicians, but the results in the area of clinical performance have not been consistent, with respect to advantages for female or male students [12][13][14][15]. To test this hypothesis, the study attempts to combine the PAL concept with SM therapy searching for a genderrelated outcome difference.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Knowledge transfer of spinal manipulation skills by student-teachers: a randomised controlled trial

et al. 2012

View full text Add to dashboard Cite

Purpose To assess the use of peer-assisted learning (PAL) of complex manipulative motor skills with respect to gender in medical students. Methods In 2007-2010, 292 students in their 3rd and 4th years of medical school were randomly assigned to two groups [Staff group (SG), PAL group (PG)] led by either staff tutors or student-teachers (ST). The students were taught bimanual practical and diagnostic skills (course education module of eight separate lessons) as well as a general introduction to the theory of spinal manipulative therapy. In addition to qualitative data collection (Likert scale), evaluation was performed using a multiple-choice questionnaire in addition to an objective structured clinical examination (OSCE). Results Complex motor skills as well as palpatory diagnostic competencies could in fact be better taught through professionals than through ST (manipulative OSCE grades/ diagnostic OSCE score; SG vs. PG; male: P = 0.017/ P \ 0.001, female: P \ 0.001/P \ 0.001). The registration of theoretical knowledge showed equal results in students taught by staff or ST. In both teaching groups (SG: n = 147, PG: n = 145), no significant differences were observed between male and female students in matters of manipulative skills or theoretical knowledge. Diagnostic competencies were better in females than in males in the staff group (P = 0.041) Overall, students were more satisfied with the environment provided by professional teachers than by ST, though male students regarded the PAL system more suspiciously than their female counterparts. Conclusions The peer-assisted learning system does not seem to be generally qualified to transfer such complex spatiotemporal demands as spinal manipulative procedures.

show abstract

Section: Discussioncontrasting

confidence: 60%

Section: Introductionmentioning

confidence: 99%

Knowledge transfer of spinal manipulation skills by student-teachers: a randomised controlled trial

et al. 2012

View full text Add to dashboard Cite

show abstract

“…Alternatively, as has been suggested by Ferguson et al, Western societies may have reached a ''tipping point'' with respect to honest behavior. 12 Whereas, in the past, appealing to students' respect or reverence for spiritual, moral, or nationalistic authorities may have been successful in convincing them to engage in ethical behavior, such appeals now fall on deaf ears. In a world where cheating is allowed to become rampant, cheating will become normalized.…”

Section: Discussionmentioning

confidence: 99%

Influence of Attitudes Toward Curriculum on Dishonest Academic Behavior

Austin¹,

Collins²,

Rémillard³

et al. 2006

Am J Pharm Educ

View full text Add to dashboard Cite

Objectives. The objective of this study was to examine possible associations between students' selfreported behaviors and opinions towards academic dishonesty, and their attitudes towards curriculum, assessment, and teaching within the pharmacy program. Methods. A questionnaire was developed and distributed to undergraduate (pre-licensure) students at 4 schools of pharmacy in Canada, including students enrolled in the international pharmacy graduate program.Results. More than 80% of respondents indicated they had participated in one or more of the act of academic dishonesty described in the questionnaire. A weak to moderate correlation was found between students' attitudes towards pharmacy education and their self-reported behaviors related to academic dishonesty. Conclusions. This study confirmed previous findings suggesting widespread academic dishonesty as well as a hierarchy of values with respect to students' perceptions regarding severity and importance of academic dishonesty. Despite methodological limitations inherent in examining academic dishonesty, there is a definite need to continue to examine this important issue. While this study indicated only a moderate correlation between attitudes towards curriculum and dishonest behaviors, the problem of academic misconduct is multifactorial and will require ongoing study.

show abstract

“…In 1990, Edwards et al noted that "studies of interviewers show that they are often biased in terms of the rating tendencies (for instance, leniency or severity) and in terms of an applicant's sex, race, appearance, similarity to the interviewer, and contrast to other applicants" [12]. The few existent data on the value of personal statements and letters of recommendation reveal that they have no predictive value in subsequent achievement [13].…”

Section: Strictly Objective Systemsmentioning

confidence: 99%

“…The strictly objective systems are based on previous academic performance, which is traditionally regarded as a "good, but not perfect, predictor of achievement in medical training" [13]. A study conducted in Canada challenged this established idea.…”

Section: Strictly Objective Systemsmentioning

confidence: 99%

Becoming a Doctor in Europe: Objective Selection Systems

Martinho

2012

AMA Journal of Ethics

View full text Add to dashboard Cite

Factors associated with success in medical school: systematic review of the literature

Cited by 639 publications

References 25 publications

Knowledge transfer of spinal manipulation skills by student-teachers: a randomised controlled trial

Knowledge transfer of spinal manipulation skills by student-teachers: a randomised controlled trial

Influence of Attitudes Toward Curriculum on Dishonest Academic Behavior

Becoming a Doctor in Europe: Objective Selection Systems

Contact Info

Product

Resources

About