The relationship between medical studentsʼ academic achievement and patterns of initial postgraduate placement

Abstract

Although students with higher levels of achievement had broader choices available to them, graduates at every level of achievement entered a wide variety of specialties. Thus, the authors believe that academic achievement should not be used to the exclusion of other performance characteristics in determining how students and residencies should be matched.

The predictive validity of grade point average scores in a partial lottery medical school admission system

“…The small to moderate GPA effect we found for working in a preferred specialty was also reported in another study 11 …”

“…The small to moderate GPA effect we found for working in a preferred specialty was also reported in another study. 11 The moderate to large GPA effects for scientific performance, with odds changing by factors of 1.7-2.0 for a 1-point GPA increase, appear to be meaningful, particularly in view of the long interval between the time of the GPA measurement and scientific output. Contrary to our findings, McManus et al found no correlation between students' A-levels and scientific output.…”

Emotional intelligence and medical specialty choice: findings from three empirical studies

“…Secondly, although basically no differences were found between EI and specialty selection (vis‐à‐vis NRMP data), students’ success, compatibility, or ‘goodness of fit’ with their respective career choices was not examined. Similarly, as specialty selection also involves the choosing of students by residency programmes 35 – and some students may have more choice than others 36 – it is possible that, in some cases, match data may not accurately reflect individuals’ career preferences 37…”

Predictors of Success in a UK Veterinary Medical Undergraduate Course

“…[1][2][3][4][5][6] Though more work has been undertaken in the medical field, the results may not be wholly applicable to veterinary education. [7][8][9] Evaluation of pre-course factors and within-course assessments that are most strongly associated with student success could lead to improved selection of suitable students for veterinary medicine courses, also improving retention of students in the course. As the largest veterinary school in the UK, the Royal Veterinary College (RVC), University of London, benefits from extensive historical data on a large cohort of students over an extended period.…”