The Academic Performance of Scholarship Students during Medical School

Abstract

The inclusion, adherence and success of low-income undergraduates are important goals in Brazilian higher education, as well as in other parts of the world, especially in busy and full-time courses such as medicine. This paper analyzes the performance of undergraduate medical students by comparing two groups: those who applied for and received a scholarship during the academic years (scholarship holders) and the others (without scholarship). We analyzed data from 417 medical students who graduated between 2010 and 2013, corresponding to four years of a retrospective cohort at a free public university in Brazil. Statistical analysis was performed using Fisher’s exact test, Student’s t test, Mann-Whitney test, and linear regression to compare the scores of these groups in the sixth and twelfth semesters (middle and final semesters) and in the admission exam for medical residency programs, consisting of: total score, multiple choice test for knowledge assessment, simulated structured clinical assessment, interview and written questions. The independent variable was to receive a scholarship, while the control variables were age, socioeconomic strata, extra gratuities for high school in public institution and self-declaration of race, score in the vestibular entry exam (general and in each area assessed) and parents’ level of education. A total of 243 students (58.2%) received a scholarship, most of them as a scientific initiation grant (217 or 89.3%), while 10.7% received social assistance, the average income per capita was about 16% lower among students who received a scholarship (p = 0.01) compared to those who did not. Scholarship recipients achieved better academic performance in the sixth (p<0.01) and in the twelfth (p<0.01) semester, but not in admission to medical residency programs. Good performance was independent of age, race, receipt of bonuses for admission to medical school, and educational background of their parents. Therefore, we conclude that receiving a scholarship at the undergraduate level was associated tobetter student performance during the undergraduate medical course. It is important to emphasize the importance of reinforcing similar programs, especially to help support students who are most vulnerable socioeconomically.

Fluctuation of academic performance of medical students selected by affirmative action policies (PIMESP)

“…National and international studies show similar or even superior final performance of students admitted to higher education through affirmative action policies and even through legal measures 27 , based almost exclusively on academic performance and attributes 27,28 . Even so, as a rule, they conclude by emphasizing the need for consistent programs to ensure the permanence and completion of the course, concentrating on pedagogical strategies and curriculum design (of academic nature) and on the social and psycho-emotional support to minimize possible impacts of adaptation to the new reality 29 .…”

“…Nevertheless, our sample, although from different school years, had the same classes, programs, teachers and identical classrooms, which does not make the comparison of the groups less valid. Furthermore, other important studies in this area were carried out along the same lines of research 28 .…”

Flutuação do desempenho acadêmico de alunos de medicina selecionados por políticas afirmativas (PIMESP)

“…Os estudos nacionais e internacionais mostram desempenho final similar ou até superior de estudantes admitidos no ensino superior por ações afirmativas e até por medidas judiciais 27 , baseados, quase que exclusivamente, no rendimento e nos atributos acadêmicos 27,28 consistentes para garantir a permanência e a conclusão do curso, com foco nas estratégias pedagógicas e no desenho curricular (de cunho acadêmico), e no apoio social e psicoemocional para minimizar possíveis impactos de adaptação à nova realidade 29 .…”

Estilos de aprendizagem e hierarquia de necessidades no planejamento educacional remoto em tempos de pandemia

“…Bolsas acadêmicas podem contribuir de forma mais imediata para o enfrentamento de desigualdades de acesso à educação superior, como observado em estudantes de Medicina de uma universidade pública, onde bolsistas tiveram melhor desempenho, reforçando a importância de programas de apoio à manutenção dos estudos (MOREIRA et al, 2019). Sob um enfoque bastante peculiar, as instituições com EaD no Brasil autodeclaram pouca oferta de atendimento humano destinado à acessibilidade digital, o que pode representar um viés (ABED, 2019).…”