Medical school dropout - testing at admission versus selection by highest grades as predictors

O’Neill, Lotte Dyhrberg; Hartvigsen, Jan; Wallstedt, Birgitta; Korsholm, Lars; Εika, Berit

doi:10.1111/j.1365-2923.2011.04057.x

Cited by 58 publications

(78 citation statements)

References 12 publications

(32 reference statements)

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“…The implication of this finding is that it corroborates similar findings in a few other studies that have shown that the curriculum design seems to influence students’ dropout rates [6,7,10,23–25]. However, little is known about the role curriculum designs play in dropping out [26]. We believe the insights that we came up with in this case may fill part of this gap and could be transferred to other contexts in which dropping out is a serious problem.…”

Section: Discussionsupporting

confidence: 85%

The influence of different curriculum designs on students’ dropout rate: a case study

Vergel

Quintero

Isaza‐Restrepo

et al. 2018

Medical Education Online

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The relationship between students’ withdrawal and educational variables has generated a considerable number of publications. As the explosion of information in sciences and integration theories led to creating different curriculum designs, it has been assumed that differences among designs explain academic success and, therefore, students’ retention. However, little attention has been given to examine explicitly how diverse designs influence dropout rates in practice, which questions if decisions to reform curricula are sufficiently informed. This article describes our curriculum reform, which exposes our former and current curriculum designs as having had dissimilar dropout percentages. Furthermore, we aimed to explore the influence of different curriculum designs on students’ dropout rates. The conclusion is that dropout variations may be explained not only because of the curriculum design itself, but also because of the power relationship changes between teachers and students that brought out the design change. Consequently, more research is needed to fully understand the political implications of different curriculum designs and their influence on dropout rates.

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Section: Discussionsupporting

confidence: 85%

The influence of different curriculum designs on students’ dropout rate: a case study

Vergel

Quintero

Isaza‐Restrepo

et al. 2018

Medical Education Online

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“…With regard to the selection process of medical students, our research provides useful knowledge about the additional impact of non-cognitive factors (on top of cognitive factors). As argued in the literature (Benbassat & Baumal, 2007;lambe & Bristow, 2011;O'neill, Hartvigsen, Wallstedt, Korsholm, & Eika, 2011), the assessment of non-cognitive factors may lead to a better self-selection of the medical applicants. Providing objective and reliable information to the applicants about their working behaviours (compared to the ones of medical students) will enable them to make a well-considered study decision.…”

Section: Practical Implicationsmentioning

confidence: 99%

Benefits of personality characteristics and self‐efficacy in the perceived academic achievement of medical students

Guntern¹,

Korpershoek²,

Werf³

2016

Educational Psychology

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This study investigates the joint impact of personality characteristics and self-efficacy on the perceived academic achievement of medical students on top of their prior high school performance. The sample consisted of medical students in their pre-clinical years. The students' grade point average scores at high school were included as control variable in our explanatory models. Based on previous findings in the literature, we selected self-discipline, social activity and emotional stability from the Five Factor Model of Personality as predictor variables. Furthermore, following the social cognitive theory of Bandura, we added self-efficacy (students' belief in their academic skills) as an additional predictor. The logistic regression analyses confirmed the importance of self-discipline (positively related) and social activity (negatively related) for these students' perceived academic achievement. Additionally, we found a positive contribution of self-efficacy. The results of this study (as discussed in the final sections) have implications for support programmes in the practical field.

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“…These particular aims appear to be of high interest also for international readers, because only few reports (Reibnegger et al 2010(Reibnegger et al , 2011O'Neill et al 2011a) focussing on these outcomes do exist.…”

Section: Practice Pointsmentioning

confidence: 99%

Paradise lost or paradise regained? Changes in admission system affect academic performance and drop-out rates of medical students

Kraft¹,

Lamina²,

Kluckner³

et al. 2012

Medical Teacher

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Background: The Austrian State medical universities had to change their admission system in 2005. Until this year admission to medical studies was unrestricted. Innsbruck Medical University chose the Eignungstest fü r das Medizinstudium in der Schweiz (EMS) aptitude test for admission testing. Aims and objectives: Did the implementation of a selection process affect the academic performance and drop-out rates of students according to gender? Methods: Two groups of students were compared: 'open admission ' (2002-2004), and 'selected ' (2006-2009). Academic performance was tested according to results in the final exams after year 1 (SIP 1; SIP, summative integrierte Prü fung) and after year 3 (SIP 3). Drop-out rates were recorded using the registration system of the university. Results: Both, male and female 'selected' students had a higher passing rate regarding SIP 1 and they passed SIP 1 in shorter time and using fewer attempts than the open admission group. The percentage in passing SIP 3 did not change due to change in admission. The drop-out rates were significantly reduced for male and female students. 'Unselected' female students had a significantly higher drop-out ratio than 'unselected' male counterparts. After EMS testing, the drop-out ratios of female and male students were not significantly different. Conclusion: Selected applicants were more able and better motivated to study medicine.

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Medical school dropout - testing at admission versus selection by highest grades as predictors

Cited by 58 publications

References 12 publications

The influence of different curriculum designs on students’ dropout rate: a case study

The influence of different curriculum designs on students’ dropout rate: a case study

Benefits of personality characteristics and self‐efficacy in the perceived academic achievement of medical students

Paradise lost or paradise regained? Changes in admission system affect academic performance and drop-out rates of medical students

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