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Eveland AP, Wilhelm SR, Wong S, Prado LG, Barsky SH. A preliminary study of the probitive value of personality assessment in medical school admissions within the United States. BMC MEDICAL EDUCATION 2022; 22:890. [PMID: 36564835 PMCID: PMC9783971 DOI: 10.1186/s12909-022-03901-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/08/2022] [Accepted: 11/17/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Allopathic medicine faces a daunting challenge of selecting the best applicants because of the very high applicant / matriculant ratio. The quality of graduates ultimately reflects the quality of medical practice. Alarming recent trends in physician burnout, misconduct and suicide raise questions of whether we are selecting the right candidates. The United States (US) lags far behind the United Kingdom (UK) and Europe in the study of non-cognitive tests in medical school admissions. Although more recently, medical schools in both the UK, Europe and the US have begun to use situational judgement tests such as the Computer-Based Assessment for Sampling Personal Characteristics (CASPer) and the situational judgement test (SJT), recently developed by the Association of American Medical Colleges (AAMC) and that these tests are, in a sense non-cognitive in nature, direct personality tests per se have not been utilized. We have historically used, in the admissions process within the US, knowledge, reasoning and exam performance, all of which are largely influenced by intelligence and also improved with practice. Personality, though also undoubtedly influenced by intelligence, is fundamentally different and subject to different kinds of measurements. METHODS A popular personality measurement used over the past two decades within the US in business and industry, but not medical school has been the Neo Personality Inventory - Revised (NEO-PI-R) Test. This test has not been utilized regularly in allopathic medicine probably because of the paucity of exploratory retrospective and validating prospective studies. The hypothesis which we tested was whether NEO-PI-R traits exhibited consistency between two institutions and whether their measurements showed probative value in predicting academic performance. RESULTS Our retrospective findings indicated both interinstitutional consistencies and both positive and negative predictive values for certain traits whose correlative strengths exceeded traditional premed metrics: medical college admission test (MCAT) scores, grade point average (GPA), etc. for early academic performance. CONCLUSIONS Our exploratory studies should catalyze larger and more detailed confirmatory studies designed to validate the importance of personality traits not only in predicting early medical school performance but also later performance in one's overall medical career.
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Affiliation(s)
- A Peter Eveland
- Department of Medical Education, Cancer Center and Institute for Personalized Medicine, California University of Science and Medicine (CUSM), 1501 Violet Street, Colton, CA, 92324, USA
| | - Sabrina R Wilhelm
- Department of Medical Education, Cancer Center and Institute for Personalized Medicine, California University of Science and Medicine (CUSM), 1501 Violet Street, Colton, CA, 92324, USA
| | - Stephanie Wong
- Department of Medical Education, Cancer Center and Institute for Personalized Medicine, California University of Science and Medicine (CUSM), 1501 Violet Street, Colton, CA, 92324, USA
| | - Lissett G Prado
- Department of Medical Education, Cancer Center and Institute for Personalized Medicine, California University of Science and Medicine (CUSM), 1501 Violet Street, Colton, CA, 92324, USA
| | - Sanford H Barsky
- Department of Medical Education, Cancer Center and Institute for Personalized Medicine, California University of Science and Medicine (CUSM), 1501 Violet Street, Colton, CA, 92324, USA.
- Department of Pathology, Anatomy and Cell Biology and the Clinical and Translational Research Center of Excellence, Meharry Medical College, 1005 Dr. D.B. Todd Jr. Boulevard, Nashville, TN, 37208, USA.
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Sier VQ, Schmitz RF, Putter H, Schepers A, van der Vorst JR. The big five: Studying the surgical personality. Surgery 2022; 172:1358-1363. [PMID: 36064500 DOI: 10.1016/j.surg.2022.08.003] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2022] [Revised: 07/22/2022] [Accepted: 08/05/2022] [Indexed: 11/29/2022]
Abstract
BACKGROUND The challenging nature of performing surgery on a personal and professional level demands specific characteristics. Personality traits play an important role in the nature and behavior of humans, which are studied using the five-factor model. Therefore, we investigated the personality of 3 surgical generations. METHODS Three distinct surgical populations were approached. The Dutch Big Five Inventory-2 was sent out online to 126 surgical residents (response: n = 69) and 104 surgeons (response: n = 60) in a teaching region in the Netherlands. Moreover, medical students interested in surgery were approached via the students' surgical society (response: n = 54). To obtain a normative Dutch population sample, the Longitudinal Internet studies for the Social Sciences panel was used, creating groups of the following age categories: 18 to 25 (n = 84), 26 to 35 (n = 101), 36 to 67 (n = 432). One-way analysis of variance with Bonferroni correction was used to assess differences in personality scores. RESULTS Individuals interested in surgery (ie, surgically-oriented medical students, surgical residents, and surgeons) generally scored significantly higher on extraversion, conscientiousness, agreeableness, open-mindedness, and lower on negative emotionality compared with the normative population sample. Across the surgical generations, surgical residents scored significantly lower on open-mindedness (3.60) compared with surgeons (3.92) and surgically-oriented medical students (3.82). Surgically-oriented medical students scored significantly higher in negative emotionality (2.44) compared with surgical residents (2.12) and surgeons (2.07). CONCLUSION Being a surgeon demands particular levels of determination and emotional stability. The surgical population shows a distinct personality pattern compared with the normative population, and more modest differences exist between persons in different stages of their surgical career.
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Affiliation(s)
- Vincent Q Sier
- Department of Surgery, Leiden University Medical Center, Netherlands
| | | | - Hein Putter
- Department of Biomedical Data Sciences, Leiden University Medical Center, Netherlands. https://twitter.com/hein_putter
| | - Abbey Schepers
- Department of Surgery, Leiden University Medical Center, Netherlands
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Barber C, Burgess R, Mountjoy M, Whyte R, Vanstone M, Grierson L. Associations between admissions factors and the need for remediation. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2022; 27:475-489. [PMID: 35171399 DOI: 10.1007/s10459-022-10097-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/26/2021] [Accepted: 01/23/2022] [Indexed: 06/14/2023]
Abstract
This study examines the way in which student characteristics and pre-admissions measures are statistically associated with the likelihood a student will require remediation for academic and professionalism offenses. We anchor our inquiry within Irby and Hamstra's (2016) conceptual framework of constructs of professionalism. Data from five graduating cohorts (2014-2018) from McMaster University (Hamilton, Canada) (N = 1,021) were retroactively collected and analyzed using traditional and multinominal logistic regression analyses. The relationship among student characteristics, pre-admissions variables, and referral for potential remediation both by occurrence (yes/no) as well as type (academic/professional/no referral) were examined separately. Findings indicate that gender (OR = 0.519, 95% CI 0.326-0.827, p < 0.01) and undergraduate grade point average (GPA) (OR = 0.245, 95% CI 0.070-0.855, p < 0.05) were significantly associated with instances of referral for potential professionalism and academic remediation, respectively. Women were less likely than men to require remediation for professionalism (OR = 0.332, 95% CI 0.174-0.602, p < 0.001). Undergraduate GPAs (OR = 0.826, 95% CI 0.021-0.539, p < 0.01) were significantly associated with remediation for academic reasons. Lower undergraduate GPAs were associated with a higher likelihood of remediation. These findings point to the admissions variables that are associated with instances that prompt referral for potential remediation. Where associations are not significant, we consider the application of different conceptualizations of professionalism across periods of admissions and training. We encourage those involved in applicant selection and student remediation to emphasize the importance of the interactions that occur between personal and contextual factors to influence learner behaviour and professional identity formation.
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Affiliation(s)
- Cassandra Barber
- McMaster Program for Education Research, Innovation, and Theory (MERIT), Faculty of Health Sciences, McMaster University, Hamilton, Canada
- School of Health Professions Education (SHE), Maastricht University, Maastricht, The Netherlands
| | - Raquel Burgess
- Department of Family Medicine, Faculty of Health Sciences, McMaster University, 100 Main St. W., Hamilton, ON, L8P 1H6, Canada
- Department of Social and Behavioral Sciences, Yale School of Public Health, Yale University, New Haven, USA
- MD Undergraduate Program, Michael G. DeGroote School of Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Canada
| | - Margo Mountjoy
- Department of Family Medicine, Faculty of Health Sciences, McMaster University, 100 Main St. W., Hamilton, ON, L8P 1H6, Canada
- MD Undergraduate Program, Michael G. DeGroote School of Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Canada
| | - Rob Whyte
- MD Undergraduate Program, Michael G. DeGroote School of Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Canada
- Department of Anesthesia, Faculty of Health Sciences, McMaster University, Hamilton, Canada
| | - Meredith Vanstone
- McMaster Program for Education Research, Innovation, and Theory (MERIT), Faculty of Health Sciences, McMaster University, Hamilton, Canada
- Department of Family Medicine, Faculty of Health Sciences, McMaster University, 100 Main St. W., Hamilton, ON, L8P 1H6, Canada
- MD Undergraduate Program, Michael G. DeGroote School of Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Canada
| | - Lawrence Grierson
- McMaster Program for Education Research, Innovation, and Theory (MERIT), Faculty of Health Sciences, McMaster University, Hamilton, Canada.
- Department of Family Medicine, Faculty of Health Sciences, McMaster University, 100 Main St. W., Hamilton, ON, L8P 1H6, Canada.
- MD Undergraduate Program, Michael G. DeGroote School of Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Canada.
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Baugh RF, Hoogland MA, Baugh AD. The Long-Term Effectiveness of Empathic Interventions in Medical Education: A Systematic Review. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2020; 11:879-890. [PMID: 33244286 PMCID: PMC7685355 DOI: 10.2147/amep.s259718] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/02/2020] [Accepted: 07/17/2020] [Indexed: 06/09/2023]
Abstract
The Association of American Medical Colleges recognizes that empathy is an important part of providing excellent patient care and lists empathy as a Core Entrustable Professional Attribute for physicians. This study is a review of the literature focusing on studies with an educational intervention to promote empathy and at least one year follow-up data. After reviewing the 4910 abstracts retrieved from PubMed, PsycInfo, Cochrane, Web of Science, CINAHL, and Embase; the coauthors selected 61 articles for full-text review and completed a medical education research study quality instrument (MERSQI) to ensure all selected studies scored at least 7 or above. Five studies from the US and seven international studies met our inclusion criteria and formed the basis for the study. Few longitudinal studies with a post-intervention follow-up exist to confirm or disprove the effectiveness and durability of empathy training. Of the published studies that do conduct long-term follow-up, study design and measures used to test empathy are inconsistent. Despite the high degree of heterogeneity, the overwhelming majority demonstrated declining empathy over time. Little evidence was identified to support the ability to augment the empathy of physician trainees in sustained fashion. A model is presented which explains the observed changes. Alternative solutions are proposed, including the selection of more prosocial candidates.
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Affiliation(s)
- Reginald F Baugh
- Admissions, University of Toledo College of Medicine and Life Sciences, Toledo, OH43623, USA
| | - Margaret A Hoogland
- Library, University of Toledo College of Medicine and Life Sciences, Toledo, OH43623, USA
| | - Aaron D Baugh
- Pulmonary, Critical Care, Allergy, Sleep Medicine, University of California San Francisco Medical Center, San Francisco, CA94131, USA
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Schreurs S, Cleutjens KB, Cleland J, oude Egbrink MG. Outcomes-Based Selection Into Medical School: Predicting Excellence in Multiple Competencies During the Clinical Years. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2020; 95:1411-1420. [PMID: 32134790 PMCID: PMC7447174 DOI: 10.1097/acm.0000000000003279] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/21/2023]
Abstract
PURPOSE Medical school selection committees aim to identify the best possible students and, ultimately, the best future doctors from a large, well-qualified, generally homogeneous pool of applicants. Constructive alignment of medical school selection, curricula, and assessment with the ultimate outcomes (e.g., CanMEDS roles) has been proposed as means to attain this goal. Whether this approach is effective has not yet been established. The authors addressed this gap by assessing the relationship between performance in an outcomes-based selection procedure and performance during the clinical years of medical school. METHOD Two groups of students were compared: (1) those admitted into Maastricht University Medical School via an outcomes-based selection procedure and (2) those rejected through this procedure who were admitted into the program through a national, grade-point-average-based lottery. The authors compared performance scores of students from the 2 groups on all 7 CanMEDS roles, using assessment data gathered during clinical rotations. The authors examined data from 3 cohorts (2011-2013). RESULTS Students admitted through the local, outcomes-based selection procedure significantly outperformed the initially rejected but lottery-admitted students in all years, and the differences between groups increased over time. The selected students performed significantly better in the CanMEDS roles of Communicator, Collaborator, and Professional in the first year of clinical rotations; in these 3 roles-plus Organizer-in the second year; and in 2 additional roles (Advocate and Scholar-all except Medical Expert) at the end of their clinical training. CONCLUSIONS A constructively aligned selection procedure has increasing predictive value across the clinical years of medical school compared with a GPA-based lottery procedure. The data reported here suggest that constructive alignment of selection, curricula, and assessment to ultimate outcomes is effective in creating a selection procedure predictive of clinical performance.
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Affiliation(s)
- Sanne Schreurs
- S. Schreurs is teacher/educational advisor, Department of Educational Development and Research, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands; ORCID: https://orcid.org/0000-0002-0233-9775
| | - Kitty B.J.M. Cleutjens
- K.B.J.M. Cleutjens is associate professor, Department of Pathology, Maastricht University, Maastricht, the Netherlands; ORCID: https://orcid.org/0000-0002-7870-1670
| | - Jennifer Cleland
- J. Cleland is full professor and John Simpson Chair of Medical Education Research, Centre for Healthcare Education Research and Innovation (CHERI), University of Aberdeen, Aberdeen, Scotland; ORCID: http://orcid.org/0000-0003-1433-9323
| | - Mirjam G.A. oude Egbrink
- M.G.A. oude Egbrink is full professor, Implementation of Educational Innovations, Department of Physiology, School of Health Professions Education, and scientific director, Institute for Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands; ORCID: https://orcid.org/0000-0002-5530-6598
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6
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Baugh RF. The Evolution of Social Beliefs 1960-2016 in the United States and Its Influence on Empathy and Prosocial Expression in Medicine. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2020; 11:437-446. [PMID: 32636695 PMCID: PMC7334402 DOI: 10.2147/amep.s246658] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 01/20/2020] [Accepted: 05/08/2020] [Indexed: 06/11/2023]
Abstract
This perspective surveys healthcare's response to the increased prominence of racial, ethnic, religious and sexual minorities as well as females in American culture. It argues for understanding physicians both as products of the broader society and its changes. Starting in the 1960s, empiric evidence for the rise of reactionary viewpoints in response to major social movements is outlined. Structural reasons for the prevalence of such ideologies within medicine are highlighted. Its negative consequences for minority health are addressed. Finally, the author turns to compensatory strategies to improve the social environment within healthcare. Alternative selection strategies for medical school are proposed, with a stronger focus on empathetic candidates.
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Affiliation(s)
- Reginald F Baugh
- University of Toledo College of Medicine and Life Sciences, Toledo, OH43623, USA
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7
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Mommert A, Wagner J, Jünger J, Westermann J. Exam performance of different admission quotas in the first part of the state examination in medicine: a cross-sectional study. BMC MEDICAL EDUCATION 2020; 20:169. [PMID: 32450862 PMCID: PMC7249435 DOI: 10.1186/s12909-020-02069-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/11/2019] [Accepted: 05/11/2020] [Indexed: 05/06/2023]
Abstract
BACKGROUND Most medical students in Germany are admitted via selection procedures, which are adjusted to the demands of the universities. At Lübeck medical school, scores from interviews that measure non-academic skills and pre-university GPAs are summed to arrive at an admission decision. This article seeks to illuminate the effectiveness of this selection procedure in comparison to other non-selected student groups. METHODS Quota information and exam results from the first federal exam were linked for students admitted to Lübeck medical school between 2012 and 2015 (N = 655). Five different student groups (university-specific selection quota, pre-university GPA quota, waiting time quota, ex-ante quota and foreign students) were compared regarding exam attempts, written and oral grades, temporal continuity and examination success in the standard study period. RESULTS While the pre-university GPA quota outperformed all other quotas regarding written and oral grades, it did not differ from the selection quota regarding exam attempts, temporal continuity and examination success in the standard study period. Students in the waiting time and ex-ante quotas performed inferior by comparison. The results of foreign students were the most problematic. CONCLUSION Students selected by the university show high temporal continuity and examination success. These results, and possible advantages in physician eligibility, argue for the utilisation of non-academic skills for admission.
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Affiliation(s)
- Alex Mommert
- Division of Study and Teaching, Faculty of Medicine, University of Lübeck, Ratzeburger Allee 160, House 2, 23562, Lübeck, Germany.
| | - Josefin Wagner
- Division of Study and Teaching, Faculty of Medicine, University of Lübeck, Ratzeburger Allee 160, House 2, 23562, Lübeck, Germany
| | - Jana Jünger
- The German National Institute for state examinations in Medicine, Pharmacy and Psychotherapy, Mainz, Germany
| | - Jürgen Westermann
- Division of Study and Teaching, Faculty of Medicine, University of Lübeck, Ratzeburger Allee 160, House 2, 23562, Lübeck, Germany
- Institute of Anatomy, University of Lübeck, Lübeck, Germany
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Gärtner J, Bußenius L, Prediger S, Vogel D, Harendza S. Need for cognitive closure, tolerance for ambiguity, and perfectionism in medical school applicants. BMC MEDICAL EDUCATION 2020; 20:132. [PMID: 32345278 PMCID: PMC7189591 DOI: 10.1186/s12909-020-02043-2] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/27/2019] [Accepted: 04/13/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Physicians have to deal with uncertainty on a daily basis, which requires high tolerance for ambiguity. When medical decisions have to be made in ambiguous situations, low levels of need for cognitive closure and high levels of adaptive perfectionism are beneficial. It might be useful to measure such personality traits during medical school selection processes. In our study, we explored the expression of need for cognitive closure, tolerance for ambiguity, and perfectionism in medical school applicants who participated in a multiple mini-interview selection process with respect to the final decision of admission or rejection. METHODS After participating in the multiple mini-interview procedure (HAM-Int) at Hamburg Medical School in August 2019, 189 medical school applicants filled out a questionnaire including the Multidimensional Perfectionism Scale by Hewitt and Flett (MPS-H), the Multidimensional Perfectionism Scale by Frost (MPS-F), the Tolerance for Ambiguity Scale (TAS), the 16-Need for Cognitive Closure Scale (16-NCCS), and sociodemographic data. After the final admission decision, the scores of need for cognitive closure, tolerance for ambiguity, and perfectionism of admitted and rejected applicants were compared. We also assessed the predictive power of need for cognitive closure and age for the admission decision in a binary logistic regression model. RESULTS Compared to the admitted applicants, the rejected applicants showed a significantly higher need for cognitive closure (p = .009). A high need for cognitive closure correlated significantly positively with maladaptive perfectionism (p < .001) and significantly negatively with tolerance for ambiguity (p < .001). Low need for cognitive closure and older age were associated with a positive admission decision. CONCLUSIONS Regarding the personality traits need for cognitive closure, tolerance for ambiguity, and perfectionism we identified interesting differences and correlations of relevance for physicians' daily work in medical school applicants who were admitted or rejected after participating in a multiple mini-interview selection procedure. Further studies are needed to investigate these characteristics and their development longitudinally in medical students and to correlate them with students' medical performance.
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Affiliation(s)
- Julia Gärtner
- III. Department of Internal Medicine, University Medical Center Hamburg-Eppendorf, Hamburg, Germany
| | - Lisa Bußenius
- Department of Biochemistry and Molecular Cell Biology, Center for Experimental Medicine, University Medical Center Hamburg-Eppendorf, Hamburg, Germany
| | - Sarah Prediger
- III. Department of Internal Medicine, University Medical Center Hamburg-Eppendorf, Hamburg, Germany
| | - Daniela Vogel
- III. Department of Internal Medicine, University Medical Center Hamburg-Eppendorf, Hamburg, Germany
| | - Sigrid Harendza
- III. Department of Internal Medicine, University Medical Center Hamburg-Eppendorf, Hamburg, Germany
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Persky AM, Kang I, Cox WC, McLaughlin JE. An Exploration of the Relationships Between Multiple Mini-Interview Scores and Personality Traits. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:7240. [PMID: 31831903 PMCID: PMC6900812 DOI: 10.5688/ajpe7240] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/25/2018] [Accepted: 02/11/2019] [Indexed: 06/10/2023]
Abstract
Objective. To explore the relationship between pharmacy students' social and behavioral competencies assessed using multiple mini-interviews (MMIs) and their personality traits. Methods. A retrospective study was conducted using data from two Doctor of Pharmacy (PharmD) cohorts. Students' self-reported scores from an externally validated tool completed during their first professional year that assessed five personality traits (openness to experiences, conscientiousness, extraversion, agreeableness, and emotionality) were collected. Students' scores on empathy, integrity, adaptability, critical thinking, and collaboration were collected during MMIs conducted during the admissions process. Analysis of variance was used to test the homogeneity of the sample, and correlation analyses were used to determine the strength of relationships between variables. Results. When examining for associations between students' personality traits and their social and behavioral competencies measured during the MMIs, we found a few significant but very weak correlations with extraversion. Conclusion. Our results revealed weak to negligible correlations between scores on competencies measured during the MMIs and personality traits, potentially because the assessments measured different constructs.
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Affiliation(s)
- Adam M. Persky
- University of North Carolina at Chapel Hill, Eshelman School of Pharmacy, Chapel Hill, North Carolina
- Associate Editor, American Journal of Pharmaceutical Education, Arlington, Virginia
| | - Isabell Kang
- University of North Carolina at Chapel Hill, Eshelman School of Pharmacy, Chapel Hill, North Carolina
| | - Wendy C. Cox
- University of North Carolina at Chapel Hill, Eshelman School of Pharmacy, Chapel Hill, North Carolina
| | - Jacqueline E. McLaughlin
- University of North Carolina at Chapel Hill, Eshelman School of Pharmacy, Chapel Hill, North Carolina
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Moore S, Clark C, Haught A, Hinde B, Reckner D, Robinson J, Graham-West A, Wigal W, Childers W, Horzempa J. Factors Associated with Academic Performance in Physician Assistant Graduate Programs and National Certification Examination Scores. A Literature Review. HEALTH PROFESSIONS EDUCATION 2019; 5:103-110. [PMID: 35224312 PMCID: PMC8881976 DOI: 10.1016/j.hpe.2018.06.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022] Open
Abstract
Purpose: A physician assistant (PA) is a state-licensed, nationally certified healthcare professional who practices medicine on healthcare teams with physicians and other providers. PAs practice medicine across the US (all 50 states, the District of Columbia, and the US territories). In recent years, the demand for clinicians has increased dramatically which has led to an increase in the number of practicing PAs. To meet this growing demand for healthcare providers, identifying applicants capable of overcoming the challenges associated with the PA educational track in addition to the corresponding clinical training is crucial. Method: In this paper, we reviewed the literature and discuss preadmission factors and their relationship toward completion of PA graduate programs and successfully passing the national certification examination (PANCE). Results: Previous studies indicated a weak positive association between verbal GRE scores and success on the PANCE. Moreover, undergraduate GPA, and taking a variety of undergraduate science prerequisites correlates with passing the PANCE. Discussion: Investigations of success correlates of other professional programs indicated that psychological factors may have potential for use in predicting whether an applicant would be successful in PA school. These include tests for emotional intelligence and particular personality characteristics.
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Fukui Y, Noda S, Okada M, Mihara N, Bore M, Munro D, Powis D. Reliability of personality and values tests: The effects of "high stakes" selection conditions, and of four years in medical school. MEDICAL TEACHER 2019; 41:591-597. [PMID: 30688131 DOI: 10.1080/0142159x.2018.1533933] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
This study investigated if scores on tests of personal qualities are affected by whether they will determine selection decisions ("high stakes") or not; and whether they are stable for individuals and groups across a four-year medical course. Two tests, one assessing values and one assessing components of personality, were administered either at the same time as a medical university entrance exam (first cohort; N = 216), or after entry was confirmed (second cohort; N = 142). Both cohorts took the tests again after four years of medical school. Analysis of variance was used to compare group mean scores and interactions, and correlation coefficients to measure temporal reliability. The high stakes cohort initially presented themselves in a significantly more positive light on the personality test. After four years of medical school scores on both tests changed significantly, towards more communitarian values and less empathic attitudes. Thus, personality scores were affected by both the conditions under which the initial tests were conducted and by the passage of time, but values only by the passage of time. Before and after scores were significantly correlated.
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Affiliation(s)
- Yuriko Fukui
- a School of Medicine , Tokyo Women's Medical University , Tokyo , Japan
| | - Saeko Noda
- b Graduate School of Language and Literature , Tsuda University , Tokyo , Japan
| | - Midori Okada
- a School of Medicine , Tokyo Women's Medical University , Tokyo , Japan
| | - Nakako Mihara
- a School of Medicine , Tokyo Women's Medical University , Tokyo , Japan
| | - Miles Bore
- c School of Psychology , University of Newcastle , Callaghan , Australia
| | - Don Munro
- c School of Psychology , University of Newcastle , Callaghan , Australia
| | - David Powis
- c School of Psychology , University of Newcastle , Callaghan , Australia
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12
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de Visser M, Fluit C, Cohen-Schotanus J, Laan R. Do different curriculum aligned selection procedures admit students with different personality profiles to medical school? PLoS One 2018; 13:e0209312. [PMID: 30566457 PMCID: PMC6300280 DOI: 10.1371/journal.pone.0209312] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/23/2017] [Accepted: 12/04/2018] [Indexed: 11/18/2022] Open
Abstract
BACKGROUND Medical schools aim to contribute to a pool of doctors who are ready for a future practice that will be ever-changing requiring collaboration skills and lifelong learning. They adapt their curricula and selection procedures to fulfil this responsibility. This study aims to determine whether two different selection procedures in one medical school, both matching the key characteristics of the subsequent curricula (one traditional, knowledge-based, and one recently designed for self directed learning and focusing on practice), select students with different personality traits as a side-effect. This perspective was chosen as personality has been related to the CanMeds competencies, innovation capacities, medical school performance and medical professional success. METHODS A total of 621 students admitted through the new or the traditional selection procedure were invited to complete a Big Five Inventory questionnaire at the start of their Bachelor's programme. Using ANCOVA, we compared Big Five traits of students admitted through the new selection procedure (n = 196) and the traditional selection procedure (n = 425). RESULTS The group of students admitted through the procedure matching the newly designed curriculum had a lower mean score on neuroticism (p < .01) and higher mean scores on conscientiousness, extraversion, agreeableness and openness (p < .001) than the other group. CONCLUSIONS The findings of the current study indicate that the medical school population is influenced in terms of personality traits as a side-effect of a changing selection procedure. We recommend studying this mechanism and its implications further and using it more consciously in selection procedure design.
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Affiliation(s)
- Marieke de Visser
- Department for Research in Learning and Education, Radboudumc Health Academy, Radboud University Medical Center, Nijmegen, the Netherlands
| | - Cornelia Fluit
- Department for Research in Learning and Education, Radboudumc Health Academy, Radboud University Medical Center, Nijmegen, the Netherlands
| | - Janke Cohen-Schotanus
- Center for Research and Innovation in Medical Education, University of Groningen and University Medical Center Groningen, Groningen, the Netherlands
| | - Roland Laan
- Department for Research in Learning and Education, Radboudumc Health Academy, Radboud University Medical Center, Nijmegen, the Netherlands
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Avrech Bar M, Katz Leurer M, Warshawski S, Itzhaki M. The role of personal resilience and personality traits of healthcare students on their attitudes towards interprofessional collaboration. NURSE EDUCATION TODAY 2018; 61:36-42. [PMID: 29169067 DOI: 10.1016/j.nedt.2017.11.005] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/15/2017] [Revised: 10/11/2017] [Accepted: 11/08/2017] [Indexed: 05/27/2023]
Abstract
BACKGROUND Interprofessional collaboration (IPC) improves communication between healthcare workers and healthcare delivery. Interprofessional education (IPE) is essential in preparing healthcare students for cooperating with other healthcare disciplines in a real work setting. Although higher education settings have a responsibility to provide collaborative healthcare practice to students, IPE has not yet been prompted worldwide as a formal division in health professional education and in Israel IPE among health professions students is scarce. OBJECTIVE To examine the attitudes of health professions students towards IPC in correlation with their personal resilience and personality traits. DESIGN A descriptive cross-sectional design was used. SETTING AND PARTICIPANTS Participants were fourth year nursing, occupational therapy (OT), and physical therapy students studying in an academic undergraduate program at a School of Health Professions in a central university in Israel. METHODS Attitudes were assessed with a questionnaire consisting of the Interdisciplinary Education Perception Scale, the Connor-Davidson Resilience Scale, the Big Five Inventory of personality dimensions, and a question evaluating students' experience with the PBL (Problem-Based Learning) method. RESULTS Questionnaires were completed by 184 health professions students. Nursing students' perception of actual cooperation with other professions and their perceived competency and autonomy in their profession were slightly lower than those of other students. Among nursing students, positive correlations were found between competency & autonomy and resilience (p<0.01) and between competency & autonomy and agreeableness (p<0.05). Positive correlations were also found between their perception of actual cooperation with other professions and: resilience (p<0.01), agreeableness (p<0.05), conscientiousness (p<0.05), and openness (p<0.05). Only OT students were familiar with and experienced in the PBL method. This experience with PBL was found correlated with more positive attitudes towards competency and autonomy in the profession and higher positive perception of actual cooperation with other professions. CONCLUSIONS IPE, including PBL, should be integrated in health professions students' training.
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Affiliation(s)
- Michal Avrech Bar
- Department of Occupational Therapy, School of Health Professions, Sackler Faculty of Medicine, Tel-Aviv University, Tel-Aviv, Israel.
| | - Michal Katz Leurer
- Department of Physical Therapy, School of Health Professions, Sackler Faculty of Medicine, Tel Aviv University, Tel-Aviv, Israel.
| | - Sigalit Warshawski
- Nursing Department, School of Health Professions, Sackler Faculty of Medicine, Tel Aviv University, Tel-Aviv, Israel.
| | - Michal Itzhaki
- Nursing Department, School of Health Professions, Sackler Faculty of Medicine, Tel Aviv University, Tel-Aviv, Israel.
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Stegers‐Jager KM. Lessons learned from 15 years of non-grades-based selection for medical school. MEDICAL EDUCATION 2018; 52:86-95. [PMID: 28984374 PMCID: PMC5765503 DOI: 10.1111/medu.13462] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/01/2017] [Revised: 05/02/2017] [Accepted: 08/14/2017] [Indexed: 05/10/2023]
Abstract
CONTEXT Thirty years ago, it was suggested in the Edinburgh Declaration that medical school applicants should be selected not only on academic, but also on non-academic, attributes. The main rationale behind extending medical school selection procedures with the evaluation of (non-academic) personal qualities is that this will lead to the selection of students who will perform better as a doctor than those who are selected on the basis of academic measures only. A second rationale is the expectation that this will lead to a representative health workforce as a result of reduced adverse impact. The aims of this paper are (i) to describe what can be learned about the use of selection criteria other than grades from over 15 years of Dutch experience and (ii) to summarise current knowledge on the issue of adverse impact in relation to non-grades-based selection. METHODS A narrative review was undertaken of the (published) evidence that has resulted from non-grades-based school-specific selection procedures in the Netherlands and from recent explorations of the effect of the use of non-grades-based selection criteria on student diversity. RESULTS The Dutch evidence is grouped into five key themes: the effect of participation in voluntary selection procedures, the assessment of pre-university extracurricular activities, the use of work samples, Dutch experiences with situational judgement tests and the effects of changing circumstances. This is followed by several lessons learned for medical schools that aim to increase their student diversity. CONCLUSION Over the last 30 years, important steps towards reliable and valid methods for measuring non-academic abilities have been taken. The current paper describes several lessons that can be learned from the steps taken in the Dutch context. The importance of sharing evidence gathered around the globe and building on this evidence to reach our goal of predicting who will be a good doctor is acknowledged.
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Affiliation(s)
- Karen M Stegers‐Jager
- Institute of Medical Education Research Rotterdam, Erasmus MCUniversity Medical Centre RotterdamRotterdamThe Netherlands
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Seeliger H, Harendza S. Is perfect good? - Dimensions of perfectionism in newly admitted medical students. BMC MEDICAL EDUCATION 2017; 17:206. [PMID: 29132334 PMCID: PMC5683541 DOI: 10.1186/s12909-017-1034-9] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/10/2017] [Accepted: 11/02/2017] [Indexed: 05/16/2023]
Abstract
BACKGROUND Society expects physicians to perform perfectly but high levels of perfectionism are associated with symptoms of distress in medical students. This study investigated whether medical students admitted to medical school by different selection criteria differ in the occurrence of perfectionism. METHODS Newly enrolled undergraduate medical students (n = 358) filled out the following instruments: Multidimensional Perfectionism Scale (MPS-H), Multidimensional Perfectionism Scale (MPS-F), Big Five Inventory (BFI-10), General Self-Efficacy Scale (GSE), Patient Health Questionnaire 9 (PHQ-9), and Generalized Anxiety Disorder 7 (GAD-7). Sociodemographic data such as age, gender, high school degrees, and the way of admission to medical school were also included in the questionnaire. RESULTS The 298 participating students had significantly lower scores in Socially-Prescribed Perfectionism than the general population independently of their way of admission to medical school. Students who were selected for medical school by their high school degree showed the highest score for Adaptive Perfectionism. Maladaptive Perfectionism was the strongest predictor for the occurrence symptoms of depression and anxiety regardless of the way of admission. CONCLUSIONS Students from all admission groups should be observed longitudinally for performance and to assess whether perfectionism questionnaires might be an additional useful instrument for medical school admission processes.
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Affiliation(s)
- Helen Seeliger
- III. Department of Internal Medicine, University Medical Center Hamburg-Eppendorf, Hamburg, Germany
| | - Sigrid Harendza
- III. Department of Internal Medicine, University Medical Center Hamburg-Eppendorf, Hamburg, Germany
- Universitätsklinikum Hamburg-Eppendorf, III. Medizinische Klinik, Martinistr. 52, D-20246 Hamburg, Germany
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Lourinho I, Ferreira MA, Severo M. Personality and achievement along medical training: Evidence from a cross-lagged analysis. PLoS One 2017; 12:e0185860. [PMID: 29040277 PMCID: PMC5645104 DOI: 10.1371/journal.pone.0185860] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2017] [Accepted: 09/20/2017] [Indexed: 12/18/2022] Open
Abstract
INTRODUCTION Evidence on personality traits change implies it should be studied as an outcome and not only as an explanatory effect. Therefore, we aimed to assess how personality and academic achievement sway each other. Three cohorts of medical students (n = 181) comprised of school leavers and graduates, completed NEO-FFI when admitted (baseline) and later on medical training (follow-up). Previous achievement was measured as mean scores on national school examinations, and academic achievement as medical course average. Causal relations were studied by cross-lagged analysis. RESULTS Cross-sectional analysis at baseline showed differences between graduates and school leavers on personality, with graduates scoring lower on neuroticism (β = -12.344, p<0.001), and higher on openness to experience (β = 5.257, p<0.001), conscientiousness (β = 2.345, p = 0.004,) and agreeableness (β = 6.993, p<0.001). Longitudinal analyses indicated that personality traits and achievement tracked over time. Cross-lagged analysis found a positive significant association between academic achievement and neuroticism at baseline (β = 0.031, p = 0.014) and with being a graduate student (β = 0.766, p = 0.006). After adjusting, no association was found between previous achievement and personality at follow-up. CONCLUSIONS Some neuroticism may enhance medical academic achievement. The blurring of the initial differences between graduates and school leavers suggests a reasonable possibility of personality traits change along the medical course. Future research on medical selection processes cannot afford to ignore the influence of the medical school environment on personality traits change.
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Affiliation(s)
- Isabel Lourinho
- Department of Medical Education and Simulation, University of Porto, Faculty of Medicine, Porto, Portugal
- * E-mail:
| | - Maria Amélia Ferreira
- Department of Medical Education and Simulation, University of Porto, Faculty of Medicine, Porto, Portugal
| | - Milton Severo
- Department of Medical Education and Simulation, University of Porto, Faculty of Medicine, Porto, Portugal
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Wouters A, Croiset G, Schripsema NR, Cohen-Schotanus J, Spaai GWG, Hulsman RL, Kusurkar RA. A multi-site study on medical school selection, performance, motivation and engagement. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2017; 22:447-462. [PMID: 28054158 DOI: 10.1007/s10459-016-9745-y] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/06/2016] [Accepted: 12/26/2016] [Indexed: 05/25/2023]
Abstract
Medical schools seek ways to improve their admissions strategies, since the available methods prove to be suboptimal for selecting the best and most motivated students. In this multi-site cross-sectional questionnaire study, we examined the value of (different) selection procedures compared to a weighted lottery procedure, which includes direct admission based on top pre-university grade point averages (≥8 out of 10; top-pu-GPA). We also considered whether students had participated in selection, prior to being admitted through weighted lottery. Year-1 (pre-clinical) and Year-4 (clinical) students completed standard validated questionnaires measuring quality of motivation (Academic Self-regulation Questionnaire), strength of motivation (Strength of Motivation for Medical School-Revised) and engagement (Utrecht Work Engagement Scale-Student). Performance data comprised GPA and course credits in Year-1 and clerkship performance in Year-4. Regression analyses were performed. The response rate was 35% (387 Year-1 and 273 Year-4 students). Top-pu-GPA students outperformed selected students. Selected Year-1 students reported higher strength of motivation than top-pu-GPA students. Selected students did not outperform or show better quality of motivation and engagement than lottery-admitted students. Participation in selection was associated with higher engagement and better clerkship performance in Year-4. GPA, course credits and strength of motivation in Year-1 differed between students admitted through different selection procedures. Top-pu-GPA students perform best in the medical study. The few and small differences found raise questions about the added value of an extensive selection procedure compared to a weighted lottery procedure. Findings have to be interpreted with caution because of a low response rate and small group sizes.
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Affiliation(s)
- A Wouters
- Research in Education, VUmc School of Medical Sciences, VU University Medical Center, PK KTC 5.002, Post box 7057, 1081 BT, Amsterdam, The Netherlands.
- LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, VU University Amsterdam, Amsterdam, The Netherlands.
| | - G Croiset
- Research in Education, VUmc School of Medical Sciences, VU University Medical Center, PK KTC 5.002, Post box 7057, 1081 BT, Amsterdam, The Netherlands
- LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, VU University Amsterdam, Amsterdam, The Netherlands
| | - N R Schripsema
- Center for Research and Innovation in Medical Education, UMC Groningen, Groningen, The Netherlands
| | - J Cohen-Schotanus
- Center for Research and Innovation in Medical Education, UMC Groningen, Groningen, The Netherlands
| | - G W G Spaai
- Center for Evidence-Based Education, AMC-UvA, Amsterdam, The Netherlands
| | - R L Hulsman
- Center for Evidence-Based Education, AMC-UvA, Amsterdam, The Netherlands
| | - R A Kusurkar
- Research in Education, VUmc School of Medical Sciences, VU University Medical Center, PK KTC 5.002, Post box 7057, 1081 BT, Amsterdam, The Netherlands
- LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, VU University Amsterdam, Amsterdam, The Netherlands
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Schripsema NR, van Trigt AM, Lucieer SM, Wouters A, Croiset G, Themmen APN, Borleffs JCC, Cohen-Schotanus J. Participation and selection effects of a voluntary selection process. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2017; 22:463-476. [PMID: 28188452 DOI: 10.1007/s10459-017-9762-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/16/2016] [Accepted: 01/30/2017] [Indexed: 06/06/2023]
Abstract
Many different medical school selection processes are used worldwide. In this paper, we examine the effect of (1) participation, and (2) selection in a voluntary selection process on study performance. We included data from two cohorts of medical students admitted to Erasmus MC, Rotterdam and VUmc, Amsterdam, The Netherlands and compared them to previously published data from Groningen medical school, The Netherlands. All included students were admitted based on either (1) a top pre-university grade point average, or (2) a voluntary selection process, or (3) weighted lottery. We distinguished between lottery-admitted students who had participated in the voluntary selection process and had been rejected, and lottery-admitted students who had not participated. Knowledge test scores, study progress, and professionalism scores were examined using ANCOVA modelling, logistic regression, and Bonferroni post hoc multiple-comparison tests, controlling for gender and cohort. For written test grades, results showed a participation effect at Groningen medical school and Erasmus MC (p < 0.001), and a selection effect at VUmc (p < 0.05). For obtained course credits, results showed a participation effect at all universities (p < 0.01) and a selection effect at Groningen medical school (p < 0.005). At Groningen medical school, a participation effect seemed apparent in on time first-year completion (p < 0.05). Earlier reported selection and participation effects in professionalism scores at Groningen medical school were not apparent at VUmc. Top pre-university students performed well on all outcome measures. For both the participation effect and the selection effect, results differed between universities. Institutional differences in curricula and in the design of the selection process seem to mediate relations between the different admissions processes and performance. Further research is needed for a deeper understanding of the influence of institutional differences on selection outcomes.
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Affiliation(s)
- Nienke R Schripsema
- University Medical Center Groningen, Ant. Deusinglaan 1, FC40, 9713 AV, Groningen, The Netherlands.
| | - Anke M van Trigt
- University Medical Center Groningen, Ant. Deusinglaan 1, FC40, 9713 AV, Groningen, The Netherlands
| | - Susanna M Lucieer
- University Medical Center Groningen, Ant. Deusinglaan 1, FC40, 9713 AV, Groningen, The Netherlands
| | - Anouk Wouters
- University Medical Center Groningen, Ant. Deusinglaan 1, FC40, 9713 AV, Groningen, The Netherlands
| | - Gerda Croiset
- University Medical Center Groningen, Ant. Deusinglaan 1, FC40, 9713 AV, Groningen, The Netherlands
| | - Axel P N Themmen
- University Medical Center Groningen, Ant. Deusinglaan 1, FC40, 9713 AV, Groningen, The Netherlands
| | - Jan C C Borleffs
- University Medical Center Groningen, Ant. Deusinglaan 1, FC40, 9713 AV, Groningen, The Netherlands
| | - Janke Cohen-Schotanus
- University Medical Center Groningen, Ant. Deusinglaan 1, FC40, 9713 AV, Groningen, The Netherlands
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Lourinho I, Ferreira MA, Severo M. Self-report personality tests and medical school selection. PSICOLOGIA-REFLEXAO E CRITICA 2016. [DOI: 10.1186/s41155-016-0052-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022] Open
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