Gender differences in predictors of performance in medical training

Can we Improve on how we Select Medical Students?

“…Non-cognitive factors are stronger predictors for women and ethnic minority students than for white men in the US. For women, interview ratings and previous relevant experience were more predictive than previous exam scores 47 , while for ethnic minority students, locus of control and ability to selfevaluate were predictors 48,49 . One US study showed that different cognitive and non-cognitive factors correlate with academic success in different schools, so different cultures and teaching styles in¯uence outcome 50 .…”

Extracurricular activities of medical school applicants

“…Dawson et al [ 10 ] reported that academic accomplishments alone did not explain the difference between performance of male and female medical students. Other researchers have found that for women, admission interview ratings, prior health care experience, personality valuables, and demographic factors are more predictive than are academic factors [ 11 , 12 ]. Thus, there may be some significant differences in gender.…”

Evaluation of Student Performance in Combined Baccalaureate-MD Degree Programs

“…Several studies reported predictors of performance by sex and race. 28,[37][38][39][40][41] A common recommendation from all of these authors is that medical school admissions committees should consider these sex and racial differences in predictors of performance when screening applicants. The consideration of quantitative performance measures focused on test scores, in particular those of the NBME examinations.…”

“…The achievement of male graduates in Baccalaureate courses, clinical clerkships, licensing examinations, and 1st year of residency may be predicted on the basis of cognitive characteristics; however, noncognitive traits, determined by recommendations for admission to medical school, admission interview ratings, work experience in health care before admission, and their parents' educational level, contributed to prediction of subsequent women' s performance. 39 Sex differences in sources of achievement motivation have also been noted. 28 Additionally, minority-student performance in combined-degree programs has been evaluated.…”