Graduate Entry Medicine: Selection Criteria and Student Performance

Bodger, Owen; Byrne, Aidan; Evans, P A; Rees, Sarah; Jones, Gwydion; Cowell, Claire; Gravenor, Mike B.; Williams, Rhys

doi:10.1371/journal.pone.0027161

Cited by 18 publications

(18 citation statements)

References 14 publications

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“…Several studies have been conducted worldwide to determine the factors underpinning students’ motivation to opt for medical study [14–32]. However, only very few of them have been performed in India [10, 33, 34, 35].…”

Section: Introductionmentioning

confidence: 99%

Development and Validation of the Motivations for Selection of Medical Study (MSMS) Questionnaire in India

et al. 2016

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Background and ObjectiveUnderstanding medical students’ motivation to select medical studies is particularly salient to inform practice and policymaking in countries—such as India—where shortage of medical personnel poses crucial and chronical challenges to healthcare systems. This study aims to develop and validate a questionnaire to assess the motivation of medical students to select medical studies.MethodsA Motivation for Selection of Medical Study (MSMS) questionnaire was developed using extensive literature review followed by Delphi technique. The scale consisted of 12 items, 5 measuring intrinsic dimensions of motivations and 7 measuring extrinsic dimensions. Exploratory factor analysis (EFA), confirmatory factor analysis (CFA), validity, reliability and data quality checks were conducted on a sample of 636 medical students from six medical colleges of three North Indian states.ResultsThe MSMS questionnaire consisted of 3 factors (subscales) and 8 items. The three principal factors that emerged after EFA were the scientific factor (e.g. research opportunities and the ability to use new cutting edge technologies), the societal factor (e.g. job security) and the humanitarian factor (e.g. desire to help others). The CFA conducted showed goodness-of-fit indices supporting the 3-factor model.ConclusionThe three extracted factors cut across the traditional dichotomy between intrinsic and extrinsic motivation and uncover a novel three-faceted motivation construct based on scientific factors, societal expectations and humanitarian needs. This validated instrument can be used to evaluate the motivational factors of medical students to choose medical study in India and similar settings and constitutes a powerful tool for policymakers to design measures able to increase selection of medical curricula.

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Section: Introductionmentioning

confidence: 99%

Development and Validation of the Motivations for Selection of Medical Study (MSMS) Questionnaire in India

et al. 2016

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“…GAMSAT is used in this programme, as others, partly as an indicator of applicants’ capability to tackle the medical sciences component of the course since many applicants do not have educational qualifications in science. Recent research has produced conflicting data about the predictive validity of GAMSAT [14-17]; the present results may indicate its value, and the section assessing reasoning in biological and physical science specifically, in identifying students without a science background who struggle with the early medicine curriculum.…”

Section: Discussionmentioning

confidence: 73%

Profiling strugglers in a graduate-entry medicine course at Nottingham: a retrospective case study

Garrud

Yates

2012

BMC Med Educ

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Background10-15% of students struggle at some point in their medicine course. Risk factors include weaker academic qualifications, male gender, mental illness, UK ethnic minority status, and poor study skills. Recent research on an undergraduate medicine course provided a toolkit to aid early identification of students likely to struggle, who can be targeted by established support and study interventions. The present study sought to extend this work by investigating the number and characteristics of strugglers on a graduate-entry medicine (GEM) programme.MethodsA retrospective study of four GEM entry cohorts (2003–6) was carried out. All students who had demonstrated unsatisfactory progress or left prematurely were included. Any information about academic, administrative, personal, or social difficulties, were extracted from their course progress files into a customised database and examined.Results362 students were admitted to the course, and 53 (14.6%) were identified for the study, of whom 15 (4.1%) did not complete the course. Students in the study group differed from the others in having a higher proportion of 2ii first degrees, and scoring less well on GAMSAT, an aptitude test used for admission. Within the study group, it proved possible to categorise students into the same groups previously reported (struggler throughout, pre-clinical struggler, clinical struggler, health-related struggler, borderline struggler) and to identify the majority using a number of flags for early difficulties. These flags included: missed attendance, unsatisfactory attitude or behaviour, health problems, social/family problems, failure to complete immunity status checks, and attendance at academic progress committee.ConclusionsProblems encountered in a graduate-entry medicine course were comparable to those reported in a corresponding undergraduate programme. A toolkit of academic and non-academic flags of difficulty can be used for early identification of many who will struggle, and could be used to target appropriate support and interventions.

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“…In fact, once prior attainment is accounted for, some analyses report little or no link between performance in examinations at HE and individual background characteristics (Bodger et al 2011). Other analyses suggest that once prior attainment is taken into account, HE outcomes are still stratified to some extent by sex, ethnicity, disability and school type (HEFCE 2014) In the UK, the use of SAT does not add anything to the predictive power of Key Stage 4 (KS4) and KS5 prior attainment in terms of HE completions and degree classes.…”

Section: Selection Tests and Other Admissions Toolsmentioning

confidence: 99%

Which are the most suitable contextual indicators for use in widening participation to HE?

Gorard

Boliver

Siddiqui

et al. 2017

Research Papers in Education

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractUK universities are increasingly making decisions about undergraduate admissions with reference to various contextual indicators which are intended to identify whether or not an applicant comes from a disadvantaged family, neighbourhood or school environment. However, the indicators used are often chosen because they are readily available, without much consideration of the possible alternatives and their comparative quality. This paper is part of a larger scoping review of existing research literature used to compile a list of potential contextual indicators, and assess these with respect to their quality, availability, and their relationship to outcomes in UK higher education. A search was made of relevant electronic databases, yielding around 120,000 reports initially, and 28 categories of indicators. Each indicator was assessed on the basis of existing evidence concerning its relevance, reach, availability, accuracy, reliability, and completeness -and in terms of whether its use might inadvertently create a different kind of injustice or lower the student outcomes for HEIs.Many possible indicators are not readily available, or not accurate enough for use in policy and practice. In general, indicators concerning individual circumstances are more relevant than area-based or school characteristics. As expected, there is no ideal single indicator. And it is not clear that combining indicators leads to the advantages rather than the deficits of all. Here we list the best available.There are some indicators for very small categories that can be used relatively un-problematically as long as the data can be made available at time of candidate selection, and these include being a recent refugee or asylum-seeker and having spent time living in care. However, neither of these is a solution to the more general issue of contextualised admissions. School type attended (private or state-funded) could also be used relatively safely, but requires clear definition, could lead to inadvertent injustice, and might not be necessary if good individual data on relative advantage is available instead. The category of mature applicant is also relatively unproblematic, but it is not clear that simply being older than traditional age is a disadvantage. The two most general indicators, most suitable for use, are considered to be eligibility for (or receipt of) free school meals, and having a disability or special educational need. However, like school type, both need care and some adjustment from how th...

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Graduate Entry Medicine: Selection Criteria and Student Performance

Cited by 18 publications

References 14 publications

Development and Validation of the Motivations for Selection of Medical Study (MSMS) Questionnaire in India

Development and Validation of the Motivations for Selection of Medical Study (MSMS) Questionnaire in India

Profiling strugglers in a graduate-entry medicine course at Nottingham: a retrospective case study

Which are the most suitable contextual indicators for use in widening participation to HE?

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