Impact on Admission to a School of Medicine of an Innovation in Selection Procedures

Calkins, E V; Richards, James M.; McCanse, Andrew; Burgess, Michael; Willoughby, T. Lee

doi:10.2466/pr0.1974.35.3.1135

Cited by 10 publications

(3 citation statements)

References 6 publications

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“…Selecting for such stated characteristics as maturity, motivation, rapport, empathy and integrity, those candidates rated as high on such traits were found to be significantly more likely to have higher clinical ratings than those who were rated low on such traits. The typical correlations that have been reported were in the low to modest range ( r =0.15–0.40) for these relationships (Calkins et al, 1974; Hoffman, Weng & Lief, 1963; Murden et al, 1978; Lief, Lief & Young, 1965). However, the predictive validity of the interview has not gone unquestioned (Broadhurst, 1974; Zubin, 1957).…”

Section: Introductionmentioning

confidence: 84%

Prediction of student clinical performance

Hobfoll

Benor

1981

Medical Education

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The predictive validity of 'traditional' tools utilized in the selection of medical students was evaluated in a 'non-traditional' selection paradigm, where a wide range of previous-academic ability was represented. The validity of the use of pre-academic grades and examination scores in the prediction of success in clinical performance was examined in a medical school which de-emphasizes these indicators and emphasizes personal characteristics assessed via interview ratings in student selection. Grades and examination scores were found to have no relation to clinical ratings which have an added interpersonal and community emphasis during the fourth-sixth years of medical school. A positive trend was found for interview ratings with clinical performance, but the skewed nature of interview scores was seen as limiting investigation of this variable. The meaning of these results vis-à-vis the continued use of academic and examination related selection criteria was discussed.

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Section: Introductionmentioning

confidence: 84%

Prediction of student clinical performance

Hobfoll

Benor

1981

Medical Education

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“…Most of the educational interviews in this literature were specifically and explicitly designed to minimize the role of cognitive ability, and authors reported this emphasis (e.g., Shahani, Dipboye, & Gehrlein, 1991). Also, Calkins, Richards, McCanse, Burgess, and Willoughby (1974) explicitly designed interviews to focus on noncognitive variables in order to complement the use of cognitive test scores and minimize adverse impact in admissions. In contrast, there was little information in the employment studies to suggest that cognitively related questions and ratings were minimized by design.…”

Section: Inclusion Criteriamentioning

confidence: 99%

A Meta-Analysis of Interviews and Cognitive Ability

Roth

Huffcutt

2013

Journal of Personnel Psychology

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The topic of what interviews measure has received a great deal of attention over the years. One line of research has investigated the relationship between interviews and the construct of cognitive ability. A previous meta-analysis reported an overall corrected correlation of .40 ( Huffcutt, Roth, & McDaniel, 1996 ). A more recent meta-analysis reported a noticeably lower corrected correlation of .27 ( Berry, Sackett, & Landers, 2007 ). After reviewing both meta-analyses, it appears that the two studies posed different research questions. Further, there were a number of coding judgments in Berry et al. that merit review, and there was no moderator analysis for educational versus employment interviews. As a result, we reanalyzed the work by Berry et al. and found a corrected correlation of .42 for employment interviews (.15 higher than Berry et al., a 56% increase). Further, educational interviews were associated with a corrected correlation of .21, supporting their influence as a moderator. We suggest a better estimate of the correlation between employment interviews and cognitive ability is .42, and this takes us “back to the future” in that the better overall estimate of the employment interviews – cognitive ability relationship is roughly .40. This difference has implications for what is being measured by interviews and their incremental validity.

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“…Similarly, in Gough's (1967) study, non‐intellectual factors improved the selection of candidates in terms of clinical work. The same kinds of variables have assumed added importance with the renaissance of a community orientation in medical education (Calkins et al 1974). Benor & Hobfoll (1981) proved that previous experience, such as military leadership or science background, was significantly related to clinical performance in a community‐oriented curriculum.…”

Section: Literature Reviewmentioning

confidence: 99%

How do supervising doctors construe the medical student in clinical training?

1987

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Basing the prediction of student performance in medical school on intellective-cognitive abilities alone has proved to be more pertinent to academic achievement than to clinical practice. A major obstacle to the development of adequate measures has been the elusive nature of requirements for successful clinical performance. The present study aimed at defining the relevant variables through an analysis of the concept of the medical student held by supervising doctors. With the aid of a methodology derived from cognitive-social psychology, the components of how training doctors of a large medical school evaluate their students were first explicated in structured interviews. In a second phase of the research, 18 supervisors in five major clinical departments rated their student-supervisees on 15 obtained traits. Findings of trait correlations with an overall evaluation, as well as Guttman's 'Smallest Space Analysis' (1968), indicated a clear priority of cognitive-motivational traits in supervisors' judgements and reduced relevance of personal and interpersonal variables. Certain inconsistencies between avowed ideology of medical training and actual supervising practice could be detected.

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Impact on Admission to a School of Medicine of an Innovation in Selection Procedures

Cited by 10 publications

References 6 publications

Prediction of student clinical performance

Prediction of student clinical performance

A Meta-Analysis of Interviews and Cognitive Ability

How do supervising doctors construe the medical student in clinical training?

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