Prediction of clinical performance of medical students: an integrative approach to evaluation

Benor, Dan E.; Hobfoll, Stevan E.

doi:10.1111/j.1365-2923.1984.tb01017.x

Cited by 9 publications

(4 citation statements)

References 21 publications

(22 reference statements)

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“…The relationship of premedical grades to medical school grades has been reported in studies by Lipton et al (1984) and Rippey et al (1981). The studies of Murden et al (1978) and Benor & Hobfoll (1984) show that premedical school scores are more related to performance in the basic science courses than to clinical course performance. However, Wingard & Williamson (1973), in an extensive review of the literature, concluded that both pre‐academic and MCAT scores often reflect little more than ability to memorize isolated facts.…”

Section: Introductionmentioning

confidence: 92%

Academic, social and cultural factors influencing medical school grade performance

Al-Fayez¹,

Strand

Carline

1990

Medical Education

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Studies of medical student performance have focused on various factors, including premedical academics, maturity, familial background and support, and personal experiences with illness. Most studies have been conducted in countries with highly developed educational systems and similar cultural and social systems. It is not clear that these findings can be applied to developing countries, where the educational and cultural experiences may be very different, and where medical instruction is carried out in a non-native language. Information was obtained from a survey of 153 fifth- and sixth-year medical students at King Abdulaziz University in Saudi Arabia. The survey measured premedical educational, social and cultural experiences that might affect medical school performance. Men performed as well as women in the medical school despite heavy familial and social commitments. Women's performance seems to be more influenced by changes in living environment. Achievement in premedical years was correlated positively with grade performance in medical school. Competence in the high-school English courses was related to medical school performance. Interest in the study of medicine prior to medical school was not related to performance. Other motivations, such as social gains, financial benefits or family wish, were related to lower performance. Current interest in clinical medicine correlated negatively with performance. Students motivated by the presence of chronic ill health in their families performed significantly lower. Factors influencing medical school performance in developed countries had similar impact on medical students in a developing country. Social factors, unique to the country, also play a role in medical student performance.

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Section: Introductionmentioning

confidence: 92%

Academic, social and cultural factors influencing medical school grade performance

Al-Fayez¹,

Strand

Carline

1990

Medical Education

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“…This was in line with the attempts made at the Faculty of the Health Sciences at Ben-Gurion University to devise tests that better reflect students' knowledge and its openness and the willingness to adopt new evaluation methodologies for quality control (e.g. Benor & Hobful, 1984;Flynn & Reese, 1988) and for curricular decision making.…”

Section: The Course In Paediatric Surgery and Its Evaluationmentioning

confidence: 74%

“…Such course revision is in line with the attempts made at the Health Sciences at Ben-Gurion University to devise tests that better reflect students' knowledge (e.g. Benor & Hobful, 1984;Flynn & Reese, 1988). This is an example of the strengths, both potential and actual, of course evaluation that employs multiple knowledge dimensions obtained through cognitive mapping, which provides a sound basis for substantial decision making.…”

Section: Using the Evaluation In The Curriculum Revisionmentioning

confidence: 93%

The Use of Concept Mapping for Knowledge-oriented Evaluation in Nursing Education

Hoz¹,

Gonik²

2001

Evaluation & Research in Education

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A course in paediatric surgery, which was part of a nursing programme, was evaluated for the integration of the contents of several previously taught courses. Nineteen students participatedin the study and their learning outcomes were characterisedon 16 cognitive structure measures by a concept mapping task and Link Strength Matrices. It was found that students' knowledge was neither mastered nor integrated at the beginning of the course. After the course, there were minor improvements in a few of the cognitive structure measures and stability of many of the rest, students' misconceptions persisted, integration of the whole domain improved slightly, and the students tended to preserve their relative standing on the correctness of the cognitive map. The failure of the course to attain its major objectives and aims were discussed in the context of student learning in university settings and in relation to its preceding course in children's diseases. This evaluation led to the substantial revision in the curriculum and minor changes in teaching practices. Generalisations are proposed as to new knowledge-oriented evaluation methodology.

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“…At the Negev in Israel, very considerable attention has long been paid to both non‐cognitive criteria and biographical data, and life experience has been in particular focus (Benor & Hobfoll 1981). In this Issue , Shimon Glick reviews the Beer‐Sheva experience.…”

Section: Biographical Datamentioning

confidence: 99%

Admissions procedures to medical schools

Walton¹

1994

Medical Education

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Prediction of clinical performance of medical students: an integrative approach to evaluation

Cited by 9 publications

References 21 publications

Academic, social and cultural factors influencing medical school grade performance

Academic, social and cultural factors influencing medical school grade performance

The Use of Concept Mapping for Knowledge-oriented Evaluation in Nursing Education

Admissions procedures to medical schools

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