Predictors of professional behaviour and academic outcomes in a UK medical school: A longitudinal cohort study

Adam, Jane; Bore, Miles; Childs, Roy; Dunn, Jason; McKendree, Jean; Munro, Don; Powis, David

doi:10.3109/0142159x.2015.1009023

Cited by 52 publications

(52 citation statements)

References 25 publications

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“…Powis and colleagues developed the Personal Qualities Assessment (PQA: which includes the IVQ and ITQ) and tested it in a number of centres. However, few of the reported studies have examined the predictive validity of the PQA, and those which have been carried out are limited in their methodology (e.g., small scale, local outcome measures e.g., Adams et al 2012Adams et al , 2015Dowell et al 2011;Manuel et al 2005) and-at best-find only modest correlations (Adams et al 2012(Adams et al , 2015. We would argue that, given the evidence to date as to the utility of SJTs in a variety of professional groups (see earlier, and Patterson et al 2012a, b for a review) the use of a validated SJT as an outcome measure is more robust than the comparators used by other authors, and hence the weak relationship we found is probably a more accurate assessment of the power of the IVQ and ITQ to predict outcomes at the end of medical school.…”

Section: Discussionmentioning

confidence: 99%

“…These can be grouped into ''paper and pencil'' assessments of personality traits (e.g., Adams et al 2012Adams et al , 2015Bore et al 2005a, b;Dowell et al 2011;Fukui et al 2014;James et al 2013;Lumsden et al 2005;Manuel et al 2005;Nedjat et al 2013), structured multiple interview approaches (Dore et al 2010;Eva et al, 2004aEva et al, , b, 2009Hofmeister et al 2008Hofmeister et al , 2009O'Brien et al 2011;Reiter et al 2007;Roberts et al 2008;Rosenfeld et al 2008), selection centres (Gafni et al 2012;ten Cate and Smal 2002;Ziv et al 2008;Gale et al 2010;Randall et al 2006a, b) and-the ''new kid on the block''-situational judgement tests (Christian et al 2010;Koczwara et al 2012;Lievens 2013;Lievens et al 2008;Patterson et al 2009). …”

Section: Introductionmentioning

confidence: 99%

“…Those which have been published are often concerned with feasibility of use across cultural settings (e.g., Fukui et al 2014;Nedjat et al 2013) and/or are descriptive in terms of cross-sectional comparisons across different groups of students (e.g., graduate entrants versus school-leavers: Bore et al 2005a, b;James et al 2013;Lumsden et al 2005;Nedjat et al 2013). The few studies of predictive validity to date tend to be small scale, usually single site (Adams et al 2012(Adams et al , 2015Manuel et al 2005) and/or use local assessments as outcome measures (Adams et al 2012(Adams et al , 2015Dowell et al 2011;Manuel et al 2005), limiting their generalizable messages. Large-scale, independent studies of the predictive validity of approaches to assessing personality traits, or non-academic factors in medical selection are lacking, partly because appropriate non-academic outcome markers are not easily available.…”

Section: Introductionmentioning

confidence: 99%

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Do personality traits assessed on medical school admission predict exit performance? A UK-wide longitudinal cohort study

MacKenzie

Dowell

Ayansina

et al. 2016

Adv in Health Sci Educ

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Traditional methods of assessing personality traits in medical school selection have been heavily criticised. To address this at the point of selection, ''non-cognitive'' tests were included in the UK Clinical Aptitude Test, the most widely-used aptitude test in UK medical education (UKCAT: http://www.ukcat.ac.uk/). We examined the predictive validity of these non-cognitive traits with performance during and on exit from medical school. We sampled all students graduating in 2013 from the 30 UKCAT consortium medical schools. Analysis included: candidate demographics, UKCAT non-cognitive scores, medical school performance data-the Educational Performance Measure (EPM) and national exit situational judgement test (SJT) outcomes. We examined the relationships between these variables and SJT and EPM scores. Multilevel modelling was used to assess the relationships adjusting for confounders. The 3343 students who had taken the UKCAT non-cognitive tests and had both EPM and SJT data were entered into the analysis. There were four types of non-cognitive test: (1) libertariancommunitarian, (2) NACE-narcissism, aloofness, confidence and empathy, (3) MEARS-self-esteem, optimism, control, self-discipline, emotional-nondefensiveness (END) and faking, (4) an abridged version of 1 and 2 combined. Multilevel regression showed that, after correcting for demographic factors, END predicted SJT and EPM decile. Aloofness and empathy in NACE were predictive of SJT score. This is the first large-scale study examining the relationship between performance on non-cognitive selection tests and medical school exit assessments. The predictive validity of these tests was limited, and the relationships revealed do not fit neatly with theoretical expectations. This study does not support their use in selection.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Do personality traits assessed on medical school admission predict exit performance? A UK-wide longitudinal cohort study

MacKenzie

Dowell

Ayansina

et al. 2016

Adv in Health Sci Educ

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“…Whereas academic outcomes are always recorded, there is a need for objective measures of professional Selecting medical students behaviour and competence. Some data are available for PQA and other measures of non-cognitive qualities (Adam et al 2012(Adam et al , 2014.…”

Section: Non-cognitive Testsmentioning

confidence: 99%

Selecting medical students: An unresolved challenge

Powis

2014

Medical Teacher

Self Cite

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Despite the abundant supply of academically outstanding applicants to medical schools in most countries the regularly recurring debate in the academic literature, and indeed sometimes in the popular media, implies that admissions committees are still getting it wrong in a significant number of instances. How can this be so when our procedures are directed unashamedly at selecting the most highly academically and intellectually qualified students in the expectation that they will make the best doctors? Perhaps it is time for a radical change in emphasis. Instead of endeavouring to differentiate among the top ranks of a pool of outstandingly qualified applicants, the selection effort might be better focused on identifying those potentially unsuitable in terms of their non-academic personal qualities to ensure they do not gain entry. The account that follows is an analysis of the problems of medical student selection and offers a potential solution - a solution that was first suggested in the medical literature 70 years ago, but not adopted. It is the present author's contention that the cycle of debate will continue to recur unless such an approach is pursued.

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“…5 In this article, we focus on non-academic skills. However, it is not always clear whether the constructs measured by non-academic tests should be considered skills, traits, or a combination of both.…”

Section: Introductionmentioning

confidence: 99%

Selection of medical students on the basis of non-academic skills: is it worth the trouble?

Niessen

Meijer

2016

Clinical Medicine

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In this article, we discuss the practical usefulness of selecting future medical students on the basis of increasingly popular non-academic tests (eg multiple mini-interviews, situational judgment tests) in addition to academic tests. Non-academic tests assess skills such as ethical decision making, communication and collaboration skills, or traits such as conscientiousness. Although other studies showed that performance on non-academic tests could have a positive relationship with future professional performance, we argue that this relationship should be interpreted in the context of the base rate (the proportion of suitable candidates in the applicant pool) and the selection ratio (the proportion of selected applicants from the applicant pool). We provide some numerical examples in the context of medical student selection. Finally, we suggest that optimising training in non-academic skills may be a more successful alternative than selecting students on the basis of these skills.

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Predictors of professional behaviour and academic outcomes in a UK medical school: A longitudinal cohort study

Cited by 52 publications

References 25 publications

Do personality traits assessed on medical school admission predict exit performance? A UK-wide longitudinal cohort study

Do personality traits assessed on medical school admission predict exit performance? A UK-wide longitudinal cohort study

Selecting medical students: An unresolved challenge

Selection of medical students on the basis of non-academic skills: is it worth the trouble?

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