Coupling Admissions and Curricular Data to Predict Medical Student Outcomes

Autor/inn/en	Sesate, Diana B.; Milem, Jeffrey F.; McIntosh, Kadian L.; Bryan, W. Patrick
Titel	Coupling Admissions and Curricular Data to Predict Medical Student Outcomes
Quelle	In: Research in Higher Education, 58 (2017) 3, S.295-312 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-016-9426-y
Schlagwörter	Medical Students; Graduate Medical Education; Licensing Examinations (Professions); Predictive Validity; Admission Criteria; College Entrance Examinations; Medical Schools; Outcomes of Education; Physicians; United States Medical Licensing Examination + Suchen Sie Ihr Suchwort? Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Aufnahmeprüfung; Medizinische Ausbildung; Lernleistung; Schulerfolg; Physician; Doctor; Arzt
Abstract	The relative impact of admissions factors and curricular measures on the first medical licensing exam (United States Medical Licensing Exam [USMLE] Step 1) scores is examined. The inclusion of first-year and second-year curricular measures nearly doubled the variance explained in Step 1 scores from the amount explained by the combination of preadmission demographic characteristics and admissions factors. In addition, the relationship between the Medical College Admissions Test (MCAT) and Step 1 scores becomes counterintuitive in models that include curricular measures, where students with the lowest combined admissions metrics (MCAT, grade-point average) score "higher", on average, than those with some of the highest admissions metrics. Overreliance on traditional metrics in admissions decisions can exclude students from medical school who have the ability to succeed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01