How Different Medical School Selection Processes Call upon Different Personality Characteristics

Schripsema, Nienke R.; Trigt, Anke M. van; Wal, Martha A. van der; Cohen-Schotanus, Janke

doi:10.1371/journal.pone.0150645

Cited by 28 publications

(25 citation statements)

References 31 publications

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“…Students who previously chose to participate in a selection procedure, for which coping with stress and being able to combine studies with other activities are important, may become energized by and be able to cope better with the pressure of clerkships. Students who had participated in selection have been found to be more emotionally stable and conscientious than students who did not (Schripsema et al 2016). The group of Year-1 students that had not participated in selection was rather small; this might explain why these differences did not reach significance.…”

Section: Discussionmentioning

confidence: 96%

“…Thus, limited evidence supports the hypothesis that students who have participated in selection outperform those who have not. Motivation, as reflected in the preparation for selection, has been suggested as one reason why students who have participated might perform better (Schripsema et al 2014(Schripsema et al , 2016Wouters et al 2016), but this assumption has not yet been investigated. The second research question addressed in this study is: Is participation in selection associated with differences in motivation, engagement and preclinical and clinical performance?…”

Section: Introductionmentioning

confidence: 99%

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A multi-site study on medical school selection, performance, motivation and engagement

Wouters

Croiset

Schripsema

et al. 2017

Adv in Health Sci Educ

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Medical schools seek ways to improve their admissions strategies, since the available methods prove to be suboptimal for selecting the best and most motivated students. In this multi-site cross-sectional questionnaire study, we examined the value of (different) selection procedures compared to a weighted lottery procedure, which includes direct admission based on top pre-university grade point averages (C8 out of 10; top-pu-GPA). We also considered whether students had participated in selection, prior to being admitted through weighted lottery. Year-1 (pre-clinical) and Year-4 (clinical) students completed standard validated questionnaires measuring quality of motivation (Academic Self-regulation Questionnaire), strength of motivation (Strength of Motivation for Medical School-Revised) and engagement (Utrecht Work Engagement Scale-Student). Performance data comprised GPA and course credits in Year-1 and clerkship performance in Year-4. Regression analyses were performed. The response rate was 35% (387 Year-1 and 273 Year-4 students). Top-pu-GPA students outperformed selected students. Selected Year-1 students reported higher strength of motivation than top-pu-GPA students. Selected students did not outperform or show better quality of motivation and engagement than lotteryadmitted students. Participation in selection was associated with higher engagement and better clerkship performance in Year-4. GPA, course credits and strength of motivation in Year-1 differed between students admitted through different selection procedures. Top-pu- GPA students perform best in the medical study. The few and small differences found raise questions about the added value of an extensive selection procedure compared to a weighted lottery procedure. Findings have to be interpreted with caution because of a low response rate and small group sizes.

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Section: Discussionmentioning

confidence: 96%

Section: Introductionmentioning

confidence: 99%

A multi-site study on medical school selection, performance, motivation and engagement

Wouters

Croiset

Schripsema

et al. 2017

Adv in Health Sci Educ

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“…For example, personality might play a role. A recent study at this university indicated that selection-accepted students scored high on conscientiousness and extraversion, and low on neuroticism, characteristics that were shown to predict success in medical school (Schripsema et al 2016). Additionally, efficient study strategies and time management skills might play a role (Schripsema et al 2015;West and Sadoski 2011).…”

Section: Discussionmentioning

confidence: 97%

Participation and selection effects of a voluntary selection process

Schripsema

Trigt

Lucieer

et al. 2017

Adv in Health Sci Educ

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Many different medical school selection processes are used worldwide. In this paper, we examine the effect of (1) participation, and (2) selection in a voluntary selection process on study performance. We included data from two cohorts of medical students admitted to Erasmus MC, Rotterdam and VUmc, Amsterdam, The Netherlands and compared them to previously published data from Groningen medical school, The Netherlands. All included students were admitted based on either (1) a top pre-university grade point average, or (2) a voluntary selection process, or (3) weighted lottery. We distinguished between lottery-admitted students who had participated in the voluntary selection process and had been rejected, and lottery-admitted students who had not participated. Knowledge test scores, study progress, and professionalism scores were examined using ANCOVA modelling, logistic regression, and Bonferroni post hoc multiplecomparison tests, controlling for gender and cohort. For written test grades, results showed a participation effect at Groningen medical school and Erasmus MC (p \ 0.001), and a selection effect at VUmc (p \ 0.05). For obtained course credits, results showed a participation effect at all universities (p \ 0.01) and a selection effect at Groningen medical school (p \ 0.005). At Groningen medical school, a participation effect seemed apparent in on time first-year completion (p \ 0.05). Earlier reported selection and participation effects in professionalism scores at Groningen medical school were not apparent at VUmc. Top pre-university students performed well on all outcome measures. For both the participation effect and the selection effect, results differed between universities. Institutional differences in curricula and in the design of the selection process seem to mediate relations between the different admissions processes and performance. Further research is needed for a deeper understanding of the influence of institutional differences on selection outcomes.

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“…Few studies that relate personality traits with the existent medical selection tools show that different selection processes call upon different personality traits (Azman et al 2014;Griffin and Wilson 2012;Jerant et al 2012;Schripsema et al 2014;Schripsema et al 2016). For instance, if MMI performance is associated with extraversion (Griffin and Wilson 2012;Jerant et al 2012), it has been shown that the admitted medical students with higher top pre-university grades have higher conscientiousness scores when compared to the lottery-admitted group (Schripsema et al 2014;Schripsema et al 2016).…”

Section: Introductionmentioning

confidence: 99%

“…For instance, if MMI performance is associated with extraversion (Griffin and Wilson 2012;Jerant et al 2012), it has been shown that the admitted medical students with higher top pre-university grades have higher conscientiousness scores when compared to the lottery-admitted group (Schripsema et al 2014;Schripsema et al 2016). Nevertheless, the research on the selected personality traits with regard to the application of direct personality assessment by self-report personality tests is practically non-existent.…”

Section: Introductionmentioning

confidence: 99%

Self-report personality tests and medical school selection

Lourinho

Ferreira

Severo

2016

Psicol. Refl. Crít.

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Background: There has been a growing interest on the assessment of personality when selecting medical students. However, how faking may affect its usefulness has been poorly addressed. Therefore, we aimed to assess the faking effect on self-report personality tests in the selection process of graduates to a medical school. Methods: Sixty-seven graduates admitted as medical students completed the 60-item NEO Five-Factor Inventory (NEO-FFI) and the Marlowe-Crowne Social Desirability short-form scale at the stage of applying (baseline assessment) and after they had already been admitted (follow-up assessment). Reliability was assessed by the intra-class correlation coefficient and means of the personality traits compared by two paired sample t tests. Results: At baseline assessment, the participants showed higher scores on the conscientiousness and lower scores on the neuroticism traits, respectively, 40.3 vs. 38.5 (p = 0.026) and 17.0 vs. 18.5 (p = 0.089). Also, at the follow-up assessment, the participants with low social desirability scored higher on the traits of openness to experience (−1.63 vs. 1.12, p = 0.036), conscientiousness (−3.09 vs. 0.03, p = 0.022), and neuroticism (3.88 vs. −0. 69, p = 0.012). Conclusions: Our study does not suggest the use of self-report personality assessment in medical student's selection as it can be faked particularly among applicants with low social desirability. Research is required to evaluate the faking effect on indirect personality assessment, namely through the tools that aim to select non-academic characteristics.

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How Different Medical School Selection Processes Call upon Different Personality Characteristics

Cited by 28 publications

References 31 publications

A multi-site study on medical school selection, performance, motivation and engagement

A multi-site study on medical school selection, performance, motivation and engagement

Participation and selection effects of a voluntary selection process

Self-report personality tests and medical school selection

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