Informed choice of entering medical school and academic success in Iranian medical students

Farrokhi-Khajeh-Pasha, Yasin; Mohammadi, Aeen; Rad, Elaheh Malakan; Majdzadeh, Reza

doi:10.3109/0142159x.2014.918256

Cited by 5 publications

(4 citation statements)

References 7 publications

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“…Unlike in some studies, conducted in Germany [ 46 ], Australia [ 47 ], Sri Lanka [ 48 ], and Iran [ 49 ], participants’ conception of academic success in the present study encompassed more than just academic grades (the simple traditional indicator); it also included skills related to the practice of medicine, such as mastery of medical knowledge, clinical skills and communication skills. This finding has several implications.…”

Section: Discussionmentioning

confidence: 99%

International medical students’ perspectives on factors affecting their academic success in China: a qualitative study

2022

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Background The number of international students who choose China as their destination for quality medical education is rising, particularly those from developing countries, but little is known about their adaptation and educational experiences at Chinese universities. This study explored the factors that these students perceived to have influenced their academic success. Methods Semi-structured interviews were conducted with international students (N = 40) from developing countries from September 2020 to January 2021. Participants were graduates or in their second, third, fourth, fifth, or sixth academic year in two university medical schools. Interviews were audio-recorded, transcribed, and analyzed using a thematic analysis approach. Results The participants chose China to study medicine based on cost, teaching resources, quality of medical education, recommendation, and safety factors. They considered an increase in medical knowledge, clinical skills and communication skills as an indicator of academic success. Positive factors affecting academic success were the support system (family, friends, seniors) and campus resources (library, laboratories, extra-curricular activities, scholarship). Negative factors were (i) issues affecting learning (English language barrier), adjusting to the medical education system in China, learning difficulties, failing exams, internship difficulties, problems with online learning during the pandemic, (ii) sociocultural issues (lacking knowledge of the Chinese language, challenges in daily life, perceived discrimination, interpersonal relationships), (iii) wellbeing issues (physical and mental health issues), and (iv) other challenges (climate, food, finance, scholarship). The influence of teachers, administrators and classmates was perceived as both positive and negative. Conclusions Factors affecting the academic success of international medical students at Chinese universities are multi-faceted. It is the collective responsibility of the host society, universities, teachers, administrators, classmates, families, and students themselves to address these factors in order to support and help students achieve academic success. Findings in our study support recommendations to improve teachers’ English language skills and pedagogy and to invest in administrators’ professional development. They also suggest that greater awareness of students’ sociocultural and mental challenges and optimizing the positive influence of classmates could strengthen student support and better address student academic difficulties. The English proficiency and prior academic performance of international students should be considered during recruitment. Given the rapid growth in international MBBS programs in China, further research on the experiences of international students in China’s medical programs is needed.

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Section: Discussionmentioning

confidence: 99%

International medical students’ perspectives on factors affecting their academic success in China: a qualitative study

2022

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“…This finding is in line with a previous study conducted among medical students in Australia, Brazil, Iran. [43][44][45] The results of regression analysis indicated that having prior knowledge and positive experience in the medical school are statistically significant (p <0.05) predictor of both preclinical and 5th years cumulative GPA. This finding is consistent to one found in an Iranian study of medical students, which found that students who had made an informed choice of medicine had greater final year scores and satisfaction than those who had not.…”

Section: Discussionmentioning

confidence: 99%

“…This finding is consistent to one found in an Iranian study of medical students, which found that students who had made an informed choice of medicine had greater final year scores and satisfaction than those who had not. 44 According to research findings, satisfaction with a career in medicine would almost certainly result in a longer career and higher quality of care. Doing this can minimize dropout, disappointment, and negative attitudes towards medical education and career.…”

Section: Discussionmentioning

confidence: 99%

Predictors of College Academic Achievement for Medical Students: The Case of Gondar University, College of Medicine and Health Sciences, Ethiopia

Bekele¹,

Beza²,

Gedamu³

et al. 2023

AMEP

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Exam (UEE) score is the only criteria for selecting prospective medical students entering the university system, disregarding their career choice motivation. Methods: A cross-sectional study design was conducted to identify medical students career choice motivation and predictors of college academic achievement at Gondar university, Ethiopia. The study was conducted on 222 medical students enrolled at Gondar University in 2016. A self-administered questionnaire was used to collect data on study participants demographic characteristics, career choice motivation, and informed career choice. Data on the UEE score and student's college academic achievement were collected from the university registrar. Descriptive statistics and regression analysis were used to analyze the data. Results: Desire to help others as a medical doctor and prevent and cure diseases were mentioned as the first important career choice reasons by 147 (68.2%) and 135 (64.0%) study participants, respectively. The results of regression analysis showed that the UEE score was significantly associated with pre-clinical cumulative GPA (R 2 =.327, p<.05) and 5th year cumulative GPA (R 2 =.244, p<.05) respectively. The stepwise multiple regression revealed that UEE score, having prior knowledge about medical profession, positive experience in the medical school, and intrinsic career choice motivation significantly predicted 5th year cumulative GPA (p<.05). The high beta weight of 0.254 and 0.202 confirmed the strongest prediction to come from prior knowledge about the medical profession and positive experience in medical school, respectively. Conclusion and Recommendation:The UEE score is a significant predictor for medical students' academic achievement, but it should not be the sole admission criterion. We suggest that comprehensive admissions criteria covering both cognitive and noncognitive factors, as well as informed career choice, be developed to select the best applicants in the future.

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“…We read with great interest the article by Farrokhi- Khajeh-Pasha et al (2014), who conducted a cross-sectional survey of 220 Iranian medical students from six schools to assess whether they made an informed choice when applying to medicine. Only 32.5% of respondents had made an informed choice to study medicine.…”

Section: An Uninformed Methodologymentioning

confidence: 99%

Response to ‘The 3Rs: A student perspective’

Eley

Stallman

2015

Medical Teacher

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Informed choice of entering medical school and academic success in Iranian medical students

Abstract: Idealistic views of medicine should be replaced by rational and logical ones to help students select the careers best suited to their abilities and talents.

Cited by 5 publications

References 7 publications

International medical students’ perspectives on factors affecting their academic success in China: a qualitative study

International medical students’ perspectives on factors affecting their academic success in China: a qualitative study

Predictors of College Academic Achievement for Medical Students: The Case of Gondar University, College of Medicine and Health Sciences, Ethiopia

Response to ‘The 3Rs: A student perspective’

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