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van Moppes NM, Willems S, Nasori M, Bont J, Akkermans R, van Dijk N, van den Muijsenbergh M, Visser M. Ethnic minority GP trainees at risk for underperformance assessments: a quantitative cohort study. BJGP Open 2023; 7:BJGPO.2022.0082. [PMID: 36343966 DOI: 10.3399/bjgpo.2022.0082] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2022] [Revised: 09/20/2022] [Accepted: 09/28/2022] [Indexed: 11/09/2022] Open
Abstract
BACKGROUND Recent studies suggest that ethnic minority students underperform in standardised assessments commonly used to evaluate their progress. This disparity seems to also hold for postgraduate medical students and GP trainees, and may affect the quality of primary health care, which requires an optimally diverse workforce. AIMS To address the following: 1) to determine to what extent ethnic minority GP trainees are more at risk of being assessed as underperforming than their majority peers; 2) to investigate whether established underperformance appears in specific competence areas; and 3) to explore first- and second-generation ethnic minority trainees' deviations. DESIGN & SETTING Quantitative retrospective cohort design in Dutch GP specialty training (start years: 2015-2017). METHOD In 2020-2021, the authors evaluated files on assessed underperformance of 1700 GP trainees at seven Dutch GP specialty training institutes after excluding five opt-outs and 165 incomplete datasets (17.4% ethnic minority trainees). Underperformance was defined as the occurrence of the following, which was prompted by the training institute: 1) preliminary dropout; 2) extension of the educational pathway; and/or 3) mandatory coaching pathways. Statistics Netherlands (CBS) anonymised the files and added data about ethnic group. Thereafter, the authors performed logistic regression for potential underperformance analysis and χ2 tests for competence area analysis. RESULTS Ethnic minority GP trainees were more likely to face underperformance assessments than the majority group (odds ratio [OR] 2.41, 95% confidence interval [CI] = 1.67 to 3.49). Underperformance was not significantly nested in particular competence areas. First-generation ethnic minority trainees seemed more at risk than their second-generation peers. CONCLUSION Ethnic minority GP trainees seem more at risk of facing educational barriers than the majority group. Additional qualitative research on underlying factors is essential.
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Affiliation(s)
- Nathanja Mariëtte van Moppes
- Department of General Practice, Amsterdam UMC, location AMC, Amsterdam, The Netherlands
- Quality of Care and Personalised Medicine, Amsterdam Public Health, Amsterdam, The Netherlands
| | - Sander Willems
- Emergency Department, Rijnstate Hospital, Arnhem, Nijmegen, The Netherlands
| | - Mana Nasori
- Department of General Practice, Amsterdam UMC, location AMC, Amsterdam, The Netherlands
- Quality of Care and Personalised Medicine, Amsterdam Public Health, Amsterdam, The Netherlands
| | - Jettie Bont
- Department of General Practice, Amsterdam UMC, location AMC, Amsterdam, The Netherlands
- Quality of Care and Personalised Medicine, Amsterdam Public Health, Amsterdam, The Netherlands
| | - Reinier Akkermans
- Department of Primary and Community Care, Radboud Institute for Health Sciences, Scientific Institute for Quality of Healthcare, Radboud University Medical Center, Radboud University Nijmegen, Nijmegen, The Netherlands
| | - Nynke van Dijk
- Faculties of Exercise & Sports, Nutrition, and Health, Amsterdam University of Applied Sciences, Amsterdam, The Netherlands
| | - Maria van den Muijsenbergh
- Department of General Practice, Radboud University Medical Center, Radboud University Nijmegen, Nijmegen, The Netherlands
| | - Mechteld Visser
- Department of General Practice, Amsterdam UMC, location AMC, Amsterdam, The Netherlands
- Quality of Care and Personalised Medicine, Amsterdam Public Health, Amsterdam, The Netherlands
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Gonnella JS, Callahan CA, Erdmann JB, Veloski JJ, Jafari N, Markle RA, Hojat M. Preparing for the MD: How Long, at What Cost, and With What Outcomes? ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2021; 96:101-107. [PMID: 32167966 DOI: 10.1097/acm.0000000000003298] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
PURPOSE To assess educational and professional outcomes of an accelerated combined bachelor of science-doctor of medicine (BS-MD) program using data collected from 1968 through 2018. METHOD Participants of this longitudinal study included 2,235 students who entered medical school between 1968 and 2014: 1,134 in the accelerated program and 1,101 in the regular curriculum (control group)-matched by year of entrance to medical school, gender, and Medical College Admission Test (MCAT) scores. Outcome measures included performance on medical licensing examinations, academic progress, satisfaction with medical school, educational debt, first-year residency program directors' ratings on clinical competence, specialty choice, board certification, and faculty appointments. RESULTS The authors found no practically important differences between students in the accelerated program and those in the control group on licensing examination performance, academic progress, specialty choice, board certification, and faculty appointments. Accelerated students had lower mean educational debt (P < .01, effect sizes = 0.81 and 0.45 for, respectively, their baccalaureate debt and medical school debt), lower satisfaction with their second year of medical school (P < .01, effect size = 0.21), and lower global satisfaction with their medical school education (P < .01, effect size = 0.35). Residency program directors' ratings in 6 postgraduate competency areas showed no practically important differences between the students in the accelerated program and those in the control group. The proportion of Asian students was higher among program participants (P < .01, effect size = 0.43). CONCLUSIONS Students in the accelerated program earned BS and MD degrees at a faster pace and pursued careers that were comparable to students in a matched control who were in a regular MD program. Findings indicate that shortening the length of medical education does not compromise educational and professional outcomes.
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Affiliation(s)
- Joseph S Gonnella
- J.S. Gonnella is emeritus dean and distinguished professor of medicine, and founder, Asano-Gonnella Center for Research in Medical Education and Health Care, Sidney Kimmel Medical College at Thomas Jefferson University, Philadelphia, Pennsylvania
| | - Clara A Callahan
- C.A. Callahan is professor of pediatrics, the Lillian H. Brent Dean of Students and Admissions, and director, Asano-Gonnella Center for Research in Medical Education and Health Care, Sidney Kimmel Medical College at Thomas Jefferson University, Philadelphia, Pennsylvania
| | - James B Erdmann
- J.B. Erdmann is emeritus dean, College of Health Sciences, and emeritus professor of medicine (education) and psychiatry and human behavior, Thomas Jefferson University, Philadelphia, Pennsylvania
| | - J Jon Veloski
- J.J. Veloski is director, Medical Education Division, Asano-Gonnella Center for Research in Medical Education and Health Care, Sidney Kimmel Medical College at Thomas Jefferson University, Philadelphia, Pennsylvania
| | - Niusha Jafari
- N. Jafari is senior research analyst, Asano-Gonnella Center for Research in Medical Education and Health Care, Sidney Kimmel Medical College at Thomas Jefferson University, Philadelphia, Pennsylvania
| | - Ronald A Markle
- R.A. Markle is professor of biology, and director, Pre-Medicine and Science Majors, Pre-Medicine Office, Pennsylvania State University, University Park, Pennsylvania
| | - Mohammadreza Hojat
- M. Hojat is research professor of psychiatry and human behavior, Department of Psychiatry and Human Behavior, and director, Jefferson Longitudinal Study of Medical Education, Asano-Gonnella Center for Research in Medical Education and Health Care, Sidney Kimmel Medical College at Thomas Jefferson University, Philadelphia, Pennsylvania; ORCID: http://orcid.org/0000-0002-8841-3269
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Bullock JL, Lockspeiser T, Del Pino-Jones A, Richards R, Teherani A, Hauer KE. They Don't See a Lot of People My Color: A Mixed Methods Study of Racial/Ethnic Stereotype Threat Among Medical Students on Core Clerkships. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2020; 95:S58-S66. [PMID: 32769459 DOI: 10.1097/acm.0000000000003628] [Citation(s) in RCA: 76] [Impact Index Per Article: 19.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
PURPOSE Stereotype threat is an important psychological phenomenon in which fear of fulfilling negative stereotypes about one's group impairs performance. The effects of stereotype threat in medical education are poorly characterized. This study examined the prevalence of racial/ethnic stereotype threat amongst fourth-year medical students and explored its impact on students' clinical experience. METHOD This was an explanatory sequential mixed methods study at 2 institutions in 2019. First, the authors administered the quantitative Stereotype Vulnerability Scale (SVS) to fourth-year medical students. The authors then conducted semistructured interviews among a purposive sample of students with high SVS scores, using a qualitative phenomenographic approach to analyze experiences of stereotype threat. The research team considered reflexivity through group discussion and journaling. RESULTS Overall, 52% (184/353) of students responded to the survey. Collectively, 28% of students had high vulnerability to stereotype threat: 82% of Black, 45% of Asian, 43% of Latinx, and 4% of White students. Eighteen students participated in interviews. Stereotype threat was a dynamic, 3-stage process triggered when students experienced the workplace through the colored lens of race/ethnicity by standing out, reliving past experiences, and witnessing microaggressions. Next, students engaged in internal dialogue to navigate racially charged events and workplace power dynamics. These efforts depleted cognitive resources and interfered with learning. Finally, students responded and coped to withstand threats. Immediate and deferred interventions from allies reduced stereotype threat. CONCLUSIONS Stereotype threat is common, particularly among non-White students, and interferes with learning. Increased minority representation and developing evidence-based strategies for allyship around microaggressions could mitigate effects of stereotype threat.
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Affiliation(s)
- Justin L Bullock
- J.L. Bullock is a first-year resident in internal medicine, University of California, San Francisco, School of Medicine, San Francisco, California
| | - Tai Lockspeiser
- T. Lockspeiser is assistant dean of medical education-assessment, evaluation, and outcomes, and associate professor, Department of Pediatrics, University of Colorado School of Medicine, Aurora, Colorado
| | - Amira Del Pino-Jones
- A. del Pino-Jones is associate professor, Department of Medicine, University of Colorado School of Medicine, Aurora, Colorado
| | - Regina Richards
- R. Richards is director, Office of Diversity and Inclusion, and assistant professor, Department of Family Medicine, University of Colorado School of Medicine, Aurora, Colorado
| | - Arianne Teherani
- A. Teherani is director of program evaluation and professor, Department of Medicine and Center for Faculty Educators, University of California, San Francisco, School of Medicine, San Francisco, California
| | - Karen E Hauer
- K.E. Hauer is associate dean for competency assessment and professional standards and professor, Department of Medicine, University of California, San Francisco, School of Medicine, San Francisco, California
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Morrison N, Machado M, Blackburn C. Student perspectives on barriers to performance for black and minority ethnic graduate-entry medical students: a qualitative study in a West Midlands medical school. BMJ Open 2019; 9:e032493. [PMID: 31784444 PMCID: PMC6924783 DOI: 10.1136/bmjopen-2019-032493] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Abstract
OBJECTIVE To explore graduate-entry medical students experiences of undergraduate training in the context of academic underperformance of medical students from ethnic minority backgrounds. DESIGN Qualitative study using semi-structured focus groups. SETTING A West Midlands medical school. PARTICIPANTS 24 graduate-entry MBChB students were recruited using volunteer and snowball sampling; all students self-identified as being from Black and Minority Ethnic (BME) backgrounds. RESULTS BME students reported facing a range of difficulties, throughout their undergraduate medical training, that they felt impeded their learning and performance. Their relationships with staff and clinicians, though also identified as facilitators to learning, were also perceived to have hindered progress, as many students felt that a lack of BME representation and lack of understanding of cultural differences among staff impacted their experience. Students also reported a lack of trust in the institution's ability to support BME students, with many not seeking support. Students' narratives indicated that they had to mask their identity to fit in among their peers and to avoid negative stereotyping. Although rare, students faced overt racism from their peers and from patients. Many students reported feelings of isolation, reduced self-confidence and low self-esteem. CONCLUSIONS BME students in this study reported experiencing relationship issues with other students, academic and clinical staff, lack of trust in the institution and some racist events. Although it is not clear from this small study of one institution whether these findings would be replicated in other institutions, they nevertheless highlight important issues to be considered by the institution concerned and other institutions. These findings suggest that all stakeholders of graduate-entry undergraduate medical education should reflect on the current institutional practices intended to improve student-peer and student-staff relationships. Reviewing current proposals intended to diversify student and staff populations as well as evaluating guidance on tackling racism is likely to be beneficial.
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Affiliation(s)
- Nariell Morrison
- Division of Health Sciences, Warwick Medical School, University of Warwick, Coventry, West Midlands, UK
| | - Michelle Machado
- Division of Health Sciences, Warwick Medical School, University of Warwick, Coventry, West Midlands, UK
| | - Clare Blackburn
- Division of Health Sciences, Warwick Medical School, University of Warwick, Coventry, West Midlands, UK
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Stegers-Jager KM, Brommet FN, Themmen APN. Ethnic and social disparities in different types of examinations in undergraduate pre-clinical training. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2016; 21:1023-1046. [PMID: 27015959 PMCID: PMC5119835 DOI: 10.1007/s10459-016-9676-7] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/30/2015] [Accepted: 03/03/2016] [Indexed: 05/10/2023]
Abstract
Medical schools are increasingly faced with a more diverse student population. Generally, ethnic minority students are reported to underperform compared with those from the ethnic majority. However, there are inconsistencies in findings in different types of examinations. Additionally, little is known about the performance of first-generation university students and about performance differences across ethnic minority groups. This study aimed to investigate underperformance across ethnic minority groups and by first-generation university students in different types of written tests and clinical skills examinations during pre-clinical training. A longitudinal prospective cohort study of progress on a 3-year Dutch Bachelor of Medicine course was conducted. Participants included 2432 students who entered the course over a consecutive 6-year period (2008-2013). Compared with Dutch students, the three non-Western ethnic minority groups (Turkish/Moroccan/African, Surinamese/Antillean and Asian) underperformed in the clinical problem solving tests, the language test and the OSCEs. Findings on the theoretical end-of-block tests and writing skills tests, and results for Western minority students were less consistent. Age, gender, pre-university grade point average and additional socio-demographic variables (including first-generation university student, first language, and medical doctor parent) could explain the ethnicity-related differences in theoretical examinations, but not in language, clinical and writing skills examinations. First-generation university students only underperformed in the language test. Apparently, underperformance differs both across ethnic subgroups and between different types of written and clinical examinations. Medical schools should ensure their assessment strategies create a level playing field for all students and explore reasons for underperformance in the clinical and writing skills examinations.
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Affiliation(s)
- K M Stegers-Jager
- Institute of Medical Education Research Rotterdam, Erasmus MC, University Medical Centre Rotterdam, Room AE-241, PO Box 2040, 3000 CA, Rotterdam, Netherlands.
| | - F N Brommet
- Institute of Medical Education Research Rotterdam, Erasmus MC, University Medical Centre Rotterdam, Room AE-241, PO Box 2040, 3000 CA, Rotterdam, Netherlands
| | - A P N Themmen
- Institute of Medical Education Research Rotterdam, Erasmus MC, University Medical Centre Rotterdam, Room AE-241, PO Box 2040, 3000 CA, Rotterdam, Netherlands
- Department of Internal Medicine, Erasmus MC, University Medical Centre Rotterdam, Rotterdam, Netherlands
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Shaffer JF. Student performance in and perceptions of a high structure undergraduate human anatomy course. ANATOMICAL SCIENCES EDUCATION 2016; 9:516-528. [PMID: 26990231 DOI: 10.1002/ase.1608] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/23/2015] [Revised: 01/20/2016] [Accepted: 02/12/2016] [Indexed: 06/05/2023]
Abstract
Human anatomy has usually been taught in a didactic fashion in colleges and universities. However, recent calls from United States governmental agencies have called for the transformation of undergraduate life sciences education to include active learning in the classroom. In addition, high structure courses have been shown to increase student engagement both in and out of the classroom and to improve student performance. Due to these reform efforts and the evidence on the benefits of these student-centered pedagogies, the goal of this study was to develop and assess a high structure college undergraduate human anatomy course with a lecture and laboratory component. The course was taught using a systems anatomy approach that required students to read the textbook and complete assignments before class, actively participate in class, and complete review quizzes after class. Results showed that teaching with high structure methods did not negatively affect any student groups (based on gender, ethnicity, or major) as measured by performance on lecture examinations and laboratory practical examinations. Students reported that reading the textbook and working with anatomical models were the most important towards helping them learn the course material and students' confidence in achieving the course goals significantly increased at the end of the course. The successful development and implementation of this course suggests that it is possible to teach human anatomy using active learning and high structure. Future studies can now be conducted to determine the contributions of specific course components to student success in high structure human anatomy courses. Anat Sci Educ 9: 516-528. © 2016 American Association of Anatomists.
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Affiliation(s)
- Justin F Shaffer
- Department of Developmental and Cell Biology, University of California Irvine, Irvine, California.
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Mehdizadeh L, Sturrock A, Myers G, Khatib Y, Dacre J. How well do doctors think they perform on the General Medical Council's Tests of Competence pilot examinations? A cross-sectional study. BMJ Open 2014; 4:e004131. [PMID: 24503300 PMCID: PMC3918998 DOI: 10.1136/bmjopen-2013-004131] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
Abstract
OBJECTIVE To investigate how accurately doctors estimated their performance on the General Medical Council's Tests of Competence pilot examinations. DESIGN A cross-sectional survey design using a questionnaire method. SETTING University College London Medical School. PARTICIPANTS 524 medical doctors working in a range of clinical specialties between foundation year two and consultant level. MAIN OUTCOME MEASURES Estimated and actual total scores on a knowledge test and Observed Structured Clinical Examination (OSCE). RESULTS The pattern of results for OSCE performance differed from the results for knowledge test performance. The majority of doctors significantly underestimated their OSCE performance. Whereas estimated knowledge test performance differed between high and low performers. Those who did particularly well significantly underestimated their knowledge test performance (t (196)=-7.70, p<0.01) and those who did less well significantly overestimated (t (172)=6.09, p<0.01). There were also significant differences between estimated and/or actual performance by gender, ethnicity and region of Primary Medical Qualification. CONCLUSIONS Doctors were more accurate in predicating their knowledge test performance than their OSCE performance. The association between estimated and actual knowledge test performance supports the established differences between high and low performers described in the behavioural sciences literature. This was not the case for the OSCE. The implications of the results to the revalidation process are discussed.
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Affiliation(s)
- Leila Mehdizadeh
- Division of UCL Medical School, University College London, London, UK
| | - Alison Sturrock
- Division of UCL Medical School, University College London, London, UK
| | - Gil Myers
- Division of UCL Medical School, University College London, London, UK
| | - Yasmin Khatib
- Barts and the London School of Medicine and Dentistry, Centre for Psychiatry, Queen Mary University of London, London, UK
| | - Jane Dacre
- Division of UCL Medical School, University College London, London, UK
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Stegers-Jager KM, Steyerberg EW, Cohen-Schotanus J, Themmen APN. Ethnic disparities in undergraduate pre-clinical and clinical performance. MEDICAL EDUCATION 2012; 46:575-85. [PMID: 22626049 DOI: 10.1111/j.1365-2923.2012.04265.x] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/25/2023]
Abstract
CONTEXT Research from numerous medical schools has shown that students from ethnic minorities underperform compared with those from the ethnic majority. However, little is known about why this underperformance occurs and whether there are performance differences among ethnic minority groups. OBJECTIVES This study aimed to investigate underperformance across ethnic minority groups in undergraduate pre-clinical and clinical training. METHODS A longitudinal prospective cohort study of progress on a 6-year undergraduate medical course was conducted in a Dutch medical school. Participants included 1661 Dutch and 696 non-Dutch students who entered the course over a consecutive 6-year period (2002-2007). Main outcome measures were performance in Year 1 and in the pre-clinical and clinical courses. Odds ratios (ORs) with 95% confidence intervals (CIs) were estimated by logistic regression analysis for ethnic subgroups (Surinamese/Antillean, Turkish/Moroccan/African, Asian, Western) compared with Dutch students, adjusted for age, gender, pre-university grade point average (pu-GPA), additional socio-demographic variables (first-generation immigrant, urban background, first-generation university student, first language, medical doctor as parent) and previous performance at medical school. RESULTS Compared with Dutch students, Surinamese and Antillean students specifically underperformed in the Year 1 course (pass rate: 37% versus 64%; adjusted OR 0.40, 95% CI 0.27-0.60) and the pre-clinical course (pass rate: 19% versus 41%; adjusted OR 0.57, 95% CI 0.35-0.93). On the clinical course all non-Dutch subgroups were less likely than Dutch students to receive a grade of ≥ 8.0 (at least three of five grades: 54-77% versus 88%; adjusted ORs: 0.17-0.45). CONCLUSIONS Strong ethnic disparities exist in medical school performance even after adjusting for age, gender, pu-GPA and socio-demographic variables. More subjective grading cannot be ruled out as a cause of lower grades in clinical training, but other possible explanations should be studied further to mitigate the disparities.
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Affiliation(s)
- Karen M Stegers-Jager
- Erasmus MC Desiderius School, Erasmus University Medical Centre, Rotterdam, the Netherlands.
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Woolf K, McManus IC, Potts HWW, Dacre J. The mediators of minority ethnic underperformance in final medical school examinations. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2011; 83:135-59. [PMID: 23369179 DOI: 10.1111/j.2044-8279.2011.02060.x] [Citation(s) in RCA: 51] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
BACKGROUND UK-trained medical students and doctors from minority ethnic groups underperform academically. It is unclear why this problem exists, which makes it difficult to know how to address it. AIM To investigate whether demographic and psychological factors mediate the relationship between ethnicity and final examination scores. SAMPLE Two consecutive cohorts of Year 5 (final year) UCL Medical School students (n= 703; 51% minority ethnic). A total of 587 (83%) had previously completed a questionnaire in Year 3. METHODS Participants were administered a questionnaire in 2005 and 2006 that included a short version of the NEO-PI-R, the Study Process Questionnaire, and the General Health Questionnaire (GHQ) as well as socio-demographic measures. Participants were then followed up to final year (2007-2010). White and minority ethnic students' questionnaire responses and final examination grades were compared using univariate tests. The effect of ethnicity on final year grades after taking into account the questionnaire variables was calculated using hierarchical multiple linear regression. RESULTS Univariate ethnic differences were found on age, personality, learning styles, living at home, first language, parental factors, and prior education. Minority ethnic students had lower final exam scores, were more likely to fail, and less likely to achieve a merit or distinction in finals. Multivariate analyses showed ethnicity predicted final exam scores even after taking into account questionnaire factors. CONCLUSIONS Ethnic differences in the final year performance of two cohorts of UCL medical students were not due to differences in psychological or demographic factors, which suggests alternative explanations are responsible for the ethnic attainment gap in medicine.
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Woolf K, McManus IC, Gill D, Dacre J. The effect of a brief social intervention on the examination results of UK medical students: a cluster randomised controlled trial. BMC MEDICAL EDUCATION 2009; 9:35. [PMID: 19552810 PMCID: PMC2717066 DOI: 10.1186/1472-6920-9-35] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/05/2009] [Accepted: 06/24/2009] [Indexed: 05/13/2023]
Abstract
BACKGROUND Ethnic minority (EM) medical students and doctors underperform academically, but little evidence exists on how to ameliorate the problem. Psychologists Cohen et al. recently demonstrated that a written self-affirmation intervention substantially improved EM adolescents' school grades several months later. Cohen et al.'s methods were replicated in the different setting of UK undergraduate medical education. METHODS All 348 Year 3 white (W) and EM students at one UK medical school were randomly allocated to an intervention condition (writing about one's own values) or a control condition (writing about another's values), via their tutor group. Students and assessors were blind to the existence of the study. Group comparisons on post-intervention written and OSCE (clinical) assessment scores adjusted for baseline written assessment scores were made using two-way analysis of covariance. All assessment scores were transformed to z-scores (mean = 0 standard deviation = 1) for ease of comparison. Comparisons between types of words used in essays were calculated using t-tests. The study was covered by University Ethics Committee guidelines. RESULTS Groups were statistically identical at baseline on demographic and psychological factors, and analysis was by intention to treat [intervention group EM n = 95, W n = 79; control group EM n = 77; W n = 84]. As predicted, there was a significant ethnicity by intervention interaction [F(4,334) = 5.74; p = 0.017] on the written assessment. Unexpectedly, this was due to decreased scores in the W intervention group [mean difference = 0.283; (95% CI = 0.093 to 0.474] not improved EM intervention group scores [mean difference = -0.060 (95% CI = -0.268 to 0.148)]. On the OSCE, both W and EM intervention groups outperformed controls [mean difference = 0.261; (95%CI = -0.047 to -0.476; p = 0.013)]. The intervention group used more optimistic words (p < 0.001) and more "I" and "self" pronouns in their essays (p < 0.001), whereas the control group used more "other" pronouns (p < 0.001) and more negations (p < 0.001). DISCUSSION Cohen et al.'s finding that a brief self-affirmation task narrowed the ethnic academic achievement gap was replicated on the written assessment but against expectations, this was due to reduced performance in the W group. On the OSCE, the intervention improved performance in both W and EM groups. In the intervention condition, participants tended to write about themselves and used more optimistic words than in the control group, indicating the task was completed as requested. The study shows that minimal interventions can have substantial educational outcomes several months later, which has implications for the multitude of seemingly trivial changes in teaching that are made on an everyday basis, whose consequences are never formally assessed.
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Affiliation(s)
- Katherine Woolf
- Academic Centre for Medical Education (ACME), UCL Division of Medical Education (DoME), UCL Whittington Campus, 4th Floor Holborn Union Building, Highgate Hill, London, N19 5LW, UK
| | - I Chris McManus
- Academic Centre for Medical Education (ACME), UCL Division of Medical Education (DoME), UCL Whittington Campus, 4th Floor Holborn Union Building, Highgate Hill, London, N19 5LW, UK
| | - Deborah Gill
- Academic Centre for Medical Education (ACME), UCL Division of Medical Education (DoME), UCL Whittington Campus, 4th Floor Holborn Union Building, Highgate Hill, London, N19 5LW, UK
| | - Jane Dacre
- Academic Centre for Medical Education (ACME), UCL Division of Medical Education (DoME), UCL Whittington Campus, 4th Floor Holborn Union Building, Highgate Hill, London, N19 5LW, UK
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Laatsch L. Evaluation and treatment of students with difficulties passing the Step examinations. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2009; 84:677-683. [PMID: 19704209 DOI: 10.1097/acm.0b013e31819faae1] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/26/2023]
Abstract
PURPOSE The author designed this retrospective case series study both to systematically examine characteristics of individuals referred for treatment after multiple failures on the United States Medical Licensing Examinations (USMLE) Step 1 or 2 administered by the National Board of Medical Examiners and to evaluate treatment effectiveness in a uniform sample. METHOD Six medical students referred to rehabilitation psychology met selection criteria. All students completed the requisite neuropsychological, academic, and psychological testing to identify cognitive and emotional strengths and weaknesses. All six underwent individualized cognitive rehabilitation (CR) with a primary focus on reading fluency and accuracy. RESULTS All participants improved on a quantitative measure of reading speed and accuracy, and five of the six passed their next USLME Step examination in spite of past failures. CONCLUSIONS Medical students with identified difficulties on reading fluency, but no history of a learning disability, may benefit from systematic CR that addresses cognitive weaknesses related to test-taking abilities. The strong relationships between language and reading skills and the USMLE Step examinations suggest that some students may fail these examinations because of a relative weakness in language processing and reading fluency that may prohibit their successful completion of the Step examinations.
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Affiliation(s)
- Linda Laatsch
- Rehabilitation Psychology, Department of Neurology and Rehabilitation, University of Illinois, College of Medicine, Chicago, Illinois, USA.
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Kleshinski J, Khuder SA, Shapiro JI, Gold JP. Impact of preadmission variables on USMLE step 1 and step 2 performance. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2009; 14:69-78. [PMID: 17987399 DOI: 10.1007/s10459-007-9087-x] [Citation(s) in RCA: 25] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/18/2007] [Accepted: 10/23/2007] [Indexed: 05/22/2023]
Abstract
PURPOSE To examine the predictive ability of preadmission variables on United States Medical Licensing Examinations (USMLE) step 1 and step 2 performance, incorporating the use of a neural network model. METHOD Preadmission data were collected on matriculants from 1998 to 2004. Linear regression analysis was first used to identify predictors of performance on step 1 and step 2. A generalized regression neural network (GRNN) as well as a feed forward neural network (FFNN) was then developed in an effort to more accurately predict step 1 and step 2 scores from these preadmission data. RESULTS Statistically significant predictors for step 1 and step 2 included science grade point average (SGPA), the biologic science (BS) section of the Medical College Admissions Test (MCAT), college selectivity, race, and age of the applicant. Neural networks were found to predict a significant portion of the variance, and the FFNN demonstrated some superiority over that obtained with linear regression models as well as the GRNN. CONCLUSIONS The results have implications that could impact the selection of applicants to medical school and the neural networks that we developed could be used in a prospective manner.
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Affiliation(s)
- James Kleshinski
- Department of Medicine, The University of Toledo College of Medicine, Health Science Campus, Toledo, OH 43614-2598, USA.
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Lee KB, Vaishnavi SN, Lau SK, Andriole DA, Jeffe DB. Cultural Competency in Medical Education: Demographic Differences Associated With Medical Student Communication Styles and Clinical Clerkship Feedback. J Natl Med Assoc 2009; 101:116-26. [DOI: 10.1016/s0027-9684(15)30823-3] [Citation(s) in RCA: 24] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Woolf K, Haq I, McManus IC, Higham J, Dacre J. Exploring the underperformance of male and minority ethnic medical students in first year clinical examinations. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2008; 13:607-16. [PMID: 17487565 DOI: 10.1007/s10459-007-9067-1] [Citation(s) in RCA: 39] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/12/2006] [Accepted: 04/18/2007] [Indexed: 05/13/2023]
Abstract
Evidence shows that medical students from Minority Ethnic (ME) backgrounds and male medical students underperform in undergraduate examinations. Our study confirmed these findings in first year clinical (year 3) medical students, and further explored this disparity in performance. We conducted a series of meta-analyses to measure the effects of sex and ethnic group on the written examination and Objective Structured Clinical Examination (OSCE) scores of three groups of year 3 medical students at two London UK medical schools (n = 1,051; 46.0% male; 48.7% White). Male and ME students scored lower on written and OSCE assessments. Both assessments were statistically significantly correlated (mean r = 0.45) and therefore the effects of sex and ethnic group were measured on each exam after being adjusted for the effect of the other. Although sex and ethnic differences remained on the OSCE when adjusted for written performance, these differences disappeared on the written when it was adjusted for OSCE performance. These findings may reflect a relative deficit in practical clinical knowledge in male and ME year 3 students. Results were unlikely to be due to examiner bias, as the machine-marked unadjusted written exam results showed significant sex and ethnic differences.
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Affiliation(s)
- Katherine Woolf
- Academic Centre for Medical Education, Division of Medical Education, Royal Free and University College Medical School, UCL Archway Campus, 4th Floor, Holborn Union Building, Highgate Hill, London, N19 5LW, UK.
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Woolf K, Cave J, Greenhalgh T, Dacre J. Ethnic stereotypes and the underachievement of UK medical students from ethnic minorities: qualitative study. BMJ 2008; 337:a1220. [PMID: 18710846 PMCID: PMC2517162 DOI: 10.1136/bmj.a1220] [Citation(s) in RCA: 63] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/02/2022]
Abstract
OBJECTIVE To explore ethnic stereotypes of UK medical students in the context of academic underachievement of medical students from ethnic minorities. DESIGN Qualitative study using semistructured one to one interviews and focus groups. SETTING A London medical school. PARTICIPANTS 27 year 3 medical students and 25 clinical teachers, purposively sampled for ethnicity and sex. METHODS Data were analysed using the theory of stereotype threat (a psychological phenomenon thought to negatively affect the performance of people from ethnic minorities in educational contexts) and the constant comparative method. RESULTS Participants believed the student-teacher relationship was vital for clinical learning. Teachers had strong perceptions about "good" clinical students (interactive, keen, respectful), and some described being aggressive towards students whom they perceived as quiet, unmotivated, and unwilling. Students had equally strong perceptions about "good" clinical teachers (encouraging, interested, interactive, non-aggressive). Students and teachers had concordant and well developed perceptions of the "typical" Asian clinical medical student who was considered over-reliant on books, poor at communicating with patients, too quiet during clinical teaching sessions, and unmotivated owing to being pushed into studying medicine by ambitious parents. Stereotypes of the "typical" white student were less well developed: autonomous, confident, and outgoing team player. Direct discrimination was not reported. CONCLUSIONS Asian clinical medical students may be more likely than white students to be perceived stereotypically and negatively, which may reduce their learning by jeopardising their relationships with teachers. The existence of a negative stereotype about their group also raises the possibility that underperformance of medical students from ethnic minorities may be partly due to stereotype threat. It is recommended that clinical teachers be given opportunities and training to encourage them to get to know their students as individuals and thus foster positive educational relationships with them.
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Affiliation(s)
- Katherine Woolf
- Academic Centre for Medical Education, University College London Division of Medical Education, London N19 5LW.
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Liddell MJ, Koritsas S. Effect of medical students' ethnicity on their attitudes towards consultation skills and final year examination performance. MEDICAL EDUCATION 2004; 38:187-98. [PMID: 14871389 DOI: 10.1111/j.1365-2923.2004.01753.x] [Citation(s) in RCA: 27] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/19/2023]
Abstract
AIM The study had two aims. The first aim was to examine the relationship between final year medical students' ethnicity and their attitudes towards consultation skills. The second aim was to investigate the relationship between ethnicity and final year performance. METHOD A cross-sectional study was undertaken of all final year medical students in 1995 and 1996, both before and after their attachment through the Department of General Practice at Monash University, Australia. A questionnaire was designed to assess students' attitudes (views of importance and confidence) towards consultation skills. Also, records of final year performance were obtained from the University. RESULTS Five clusters of consultation skills were formed through factor analysis: communication skills, difficult consultations, traditional diagnostic methods, routine management and life threatening conditions. There were no significant differences in students' attitudes towards these consultation skills based on country of birth, language, or student status preattachment. The only significant postattachment difference was that students born in non-Western countries placed a significantly higher importance on communication skills and the traditional diagnostic method than students born in Western countries. There were significant differences in final year performance between students across all three parameters of ethnic diversity. Non-Western born students performed worse than Western born students. Students who preferred using a language other than English also performed worse than those students preferring English. International students performed worse than students with Australian citizenship or permanent residency., CONCLUSIONS The only significant difference regarding attitudes to consultation skills was that non-Western born students placed significantly greater importance on communication skills and the traditional diagnostic method postattachment than Western born students. No significant differences were found in attitudes preattachment. There were significant differences in performance, with students of ethnic background performing consistently poorer in all the final year assessment parameters analysed.
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Affiliation(s)
- Merilyn J Liddell
- Department of General Practice, Monash University, 867 Centre Road, East Benleigh, Melbourne, Victoria 3165, Australia.
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Kulatunga-Moruzi C, Norman GR. Validity of admissions measures in predicting performance outcomes: the contribution of cognitive and non-cognitive dimensions. TEACHING AND LEARNING IN MEDICINE 2002; 14:34-42. [PMID: 11865747 DOI: 10.1207/s15328015tlm1401_9] [Citation(s) in RCA: 58] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
BACKGROUND Admissions committees face the daunting task of selecting a small number of candidates who are most likely to succeed in medical school from a large pool of seemingly suitable applicants. While numerous studies have shown moderate correlations among measures of academic performance, predictors of the non-cognitive domain (e.g. interpersonal, communication, ethical) remain elusive, in part because of the absence of a sound criterion measure. PURPOSE We examined the utility of several cognitive and non-cognitive criteria used in the admissions processes in predicting both cognitive and non-cognitive dimensions of the licencing examinations of the Medical Council of Canada (LMCC). METHODS Predictors included: undergraduate GPA, undergraduate science GPA, an autobiographical letter, scores from a simulated tutorial, a personal interview and the MCAT. Of specific interest was the relation between measures of communication and problem-exploration skills as assessed during the admissions process and Part II of the LMCC Examination, a multi-station OSCE. RESULTS Undergraduate GPAs were found to have the most utility in predicting both academic and clinical performance. Scores derived from the simulated tutorial did not predict future performance. The MCAT Verbal Reasoning score and the personal interview were found to be useful in predicting communication skills on the LMCC Part II. CONCLUSIONS The results have implications for any school that uses the interview as an admissions tool.
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EFFECT OF STUDENT ETHNICITY ON INTERPERSONAL SKILLS AND OBJECTIVE STANDARDIZED CLINICAL EXAMINATION SCORES. Obstet Gynecol 2000. [DOI: 10.1097/00006250-200012000-00027] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Veloski JJ, Callahan CA, Xu G, Hojat M, Nash DB. Prediction of students' performances on licensing examinations using age, race, sex, undergraduate GPAs, and MCAT scores. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2000; 75:S28-S30. [PMID: 11031165 DOI: 10.1097/00001888-200010001-00009] [Citation(s) in RCA: 30] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Affiliation(s)
- J J Veloski
- Center for Research in Medical Education and Health Care, Jefferson Medical College, Philadelphia, PA 19107, USA.
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Abstract
Many factors play a part in determining the performance of students in examinations, but the extent to which students use library facilities does not appear to have been recently considered as a factor, in medicine or in any other academic subject. In this study, the number of books borrowed from the library by undergraduate medical students was used as a simple measure of library use, and significant differences in book-borrowing levels were found between students in different years of the medical course, students from different regions of the world, and men and women students. In the first year of the course, students who borrowed most also performed best in their end-of-year examinations, and this association was only partly explained by regional differences. No such association was found among final-year students, suggesting different study habits and different assessment criteria in the clinical years of the course.
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Affiliation(s)
- H Brazier
- Mercer Library, Royal College of Surgeons in Ireland, Dublin
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