UK medical selection: lottery or meritocracy?

Harris, Benjamin; Walsh, Jason Leo; Lammy, Simon

doi:10.7861/clinmedicine.15-1-40

Cited by 8 publications

(4 citation statements)

References 42 publications

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“…The correlation between entrance test and study success in this study is disappointingly low, even after correction for the effects of reciprocal suppression and range restriction. This finding is in line with results from similar studies [9], but why is it so? Three factors seem to be important: self-selection into the pool of applicants based on self-appraisal and expectations about the test, reduction of variance in predictor and outcome measures due to a high selection ratio, overshooting test difficulty driven by the need to ever more differentiate.…”

Section: Discussionsupporting

confidence: 93%

“…In a critique of UK medical student selection, Harris et al (2015) [9] speak out against the use of tests which neither depend on knowledge, nor seem to have substantial predictive validity, specifically the UKCAT and Situational Judgement Tests (SJTs). Instead, they advocate the development of a standardised, nation-wide science knowledge test used in conjunction with pre-university educational attainment.…”

Section: Introductionmentioning

confidence: 99%

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Selection and academic success of medical students in Hamburg, Germany

et al. 2019

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BackgroundStudent selection at Hamburg medical school is based on the combination of a natural science knowledge test (HAM-Nat) and pre-university educational attainment.MethodOf the 1565 medical students enrolled in Hamburg from 2012 to 2015 about half were admitted by an entrance test, half by quotas. First, we analysed sociodemographic determinants of entrance test performance. Then, we used regression analysis to describe the interplay of variables in the prediction of study outcome, the role of sociodemographic factors, and differences in the calibration of educational attainment specific to German federal states.ResultsBetter performance in the entrance test was associated with age over 21, male gender, German nationality, first language German and both parents holding an academic degree – effect sizes were small. No differences were found for the birthplaces of parents (a proxy for migration background). Study outcome differed considerably among admission paths: Students admitted by entrance test or the quota for excellent pre-university educational attainment performed markedly better during the first 3 terms than students admitted by the waiting list quota and the quota for foreign students. Gender differences in study outcome were slight with better performance by males. The relation of pre-university educational attainment to study outcome was moderated by the federal state in which secondary schooling took place. Methods for the equating of state-specific grades are explored. The predictive validity of the HAM-Nat after correction for range restriction was r = .31. The relatively low value of this coefficient may be attributed to 3 factors: 1. self-selection of applicants which leads to a validity-enhancing effect that is not revealed by the predictor-outcome correlation, 2. reduction of variance due to a high selection ratio, and 3. high test difficulty, exceeding the demands of the medical curriculum.ConclusionThe HAM-Nat achieves a small amount of incremental validity over pre-university educational attainment. This effect, obtained from correlational analysis, underestimates the validity of the test, because it does not reflect the role of self-selection and other validity enhancing features of the selection process.

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Section: Discussionsupporting

confidence: 93%

Section: Introductionmentioning

confidence: 99%

Selection and academic success of medical students in Hamburg, Germany

et al. 2019

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“…The questions raised on the validity of non-academic tests and the fairness of their use in a highstakes evaluation have also not been answered [26]. Harris et al have emphasized the fact that non-academic tests have not shown good validity in predicting academic performance in comparison with traditional academic tests, and that their implementation is not fully warranted by evidence [27]. Students could be coached to give desirable answers to non-academic admission tests, making this a potential barrier to implementing such assessment methods [1].…”

Section: Introductionmentioning

confidence: 99%

Academic and non-academic predictors of academic performance in medical school: an exploratory cohort study

Žuljević

Buljan

2022

BMC Med Educ

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Background Medical schools should also evaluate applicants’ non-academic characteristics in the search for successful students and future physicians, but ideal non-academic criteria have not yet been found. We followed two successive generations of medical students at the University of Split School of Medicine (USSM) to assess both academic and non-academic constructs as predictors of academic performance, defined as medical school grade point average (GPA). We also interviewed some of the participants to gain additional insight for future studies. Methods We measured study GPA in first and last year, as well as attitudes towards science, motivation, emotional intelligence, self-esteem, and perceived personal incompetence in first year. We also obtained their scores on existing medical school enrollment criteria, the State Graduation Exam (SGE) and high-school GPA. Regression models were constructed for predictors of GPA in the last year of medical school. Four structured pilot interviews were conducted to explore participants’ perceptions of necessary traits for medical school and later practice. Results Regression analysis showed that only SGE predicted final academic performance in medical school (β=0.35, 95% confidence interval (CI)=0.06-0.64), while none of the non-academic constructs we assessed predicted this outcome of education. The two generations did not significantly differ in any variable except that intrinsic motivation was higher in the generation that enrolled in 2011 (OR=1.47, 95%CI=1.12-1.93, P=0.005). Discussion None of the non-academic constructs predicted academic performance in medical school. Their use as selection criteria may not be warranted as they could impact the academic quality of enrolling medical students.

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“…Further research on the SJT is welcome, but its role in selection remains questionable. Assessing students on unfamiliar situations may result in students choosing actions perceived to be high‐scoring, regardless of how they would behave in reality in that particular situation . Besides, the prospect of a national licensing exam in the UK raises doubts about the continued use of the SJT in its current form…”

mentioning

confidence: 99%