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PubMed1982

Academic and personality correlates of career indecision in medical students entering training.

The academic and personality correlates of medical career indecision were investigated in two separate studies. In the first, the effect of career indecision on academic performance was examined in a group of ninety-eight (eighty male, eighteen female) medical students entering Texas Tech University School of Medicine over a 2-year period. These medical students voluntarily completed the Medical Specialty Preference Inventory (MSPI) as part of a routine preadmission test battery. Subjects were assigned to one of three conditions-decided, high-interest undecided and low-interest undecided--based on results from the MSPI. As predicted, 'low-interest undecided' students achieved significantly lower initial medical school grades relative to 'decided' students, whereas 'high-interest undecided' students did not differ from the 'decided' students. The second study investigated the influence of career indecision upon personality. Subjects for this study were eighty-eight (sixty-six male, twenty-two female) medical students entering Texas Tech University School of Medicine over a 1-year period. These students voluntarily completed the MSPI and several personality measures as part of a pre-admission test battery. The results only partially supported the stated hypotheses. Although 'low-interest undecided' students demonstrated less personal integration compared with 'decided' students, they were no more anxious.

Adult↗
PubMed1983

Incremental validity of noncognitive tests for medical school academic achievement.

This paper reports an investigation of the incremental validity of noncognitive tests. Incremental validity is the predictive ability of a measure when entered into a regression equation after the routine predictors have first been included. Three noncognitive tests--Rotter Locus of Control, Adjective Check List, and Student Orientations Survey--were administered to a first-year medical school class. When entered after the usual academic predictors of success in medical school--Undergraduate Grade Point Average and Medical College Admission Test--the three noncognitive tests added little to the prediction of first-year medical school Grade Point Average. It is concluded that while noncognitive measures are useful in characterizing a medical school class and in discovering nonacademic correlates of academic success in medical school, limited incremental validity related to first-year academic performance was demonstrated.

Cognition↗
PubMed1987

Attitudes to social issues in medicine: a comparison of first-year medical students with first-year students in non-medical faculties.

The emphasis on academic achievement in medical student selection has given rise to the fear that students entering medicine may comprise a homogeneous group with tendencies towards academic and scientific pursuits rather than humanistic and person-oriented health care. The Attitudes to Social Issues in Medicine (ATSIM) scale was administered to first-year Australian medical students and first-year students in other faculties including students with significantly lower academic performance measured by high school examination scores. The medical student group was found to be less conservative towards general social issues than students enrolled in commerce and science faculties and scored equally with arts students. Greater conservatism was, however, apparent in those areas which most closely affect the doctor's role. Medical students were less positive than other student groups in their attitudes towards increased government control of the medical profession, the contribution of allied health professionals and the importance of social aspects of illness. On attitudes to issues such as prevention and doctor-patient relationships which do not challenge the knowledge base or traditional role and status of the medical profession, however, medical students demonstrate equal or greater concern compared with other student groups.

Attitude of Health Personnel↗
PubMed1988

Early identification of future medical students using initial undergraduate grades.

This study assessed whether overall academic performance in undergraduate medical coursework can be predicted with reasonable accuracy by using grades from initial college-level courses rather than total premedical grade point averages (GPAs). Initial college grades from four areas, MCAT scores, and NBME I and II scores were recorded for students admitted to the University of Washington Medical School, for students admitted to other medical schools, and for students not admitted to any medical school. The results documented a high relationship between cumulative GPAs and initial grades, with differences found between those students admitted to medical school and those not admitted. The importance of this study is the documentation that little predictive utility is gained by waiting for overall college GPAs from medical school applicants. Initial GPAs are available 2 years earlier than overall GPAs and provide virtually the same information. Exploratory suggestions for medical school admission policies are made.

Achievement↗
PubMed1990

Adverse learning strategy: the Adelaide Diagnostic Learning Inventory and its subscale replicability in a medical student population.

The Adelaide Diagnostic Learning Inventory (ADLIMS) is a measure of learning styles and learning pathologies that was designed to investigate the impact of traditional approaches to learning versus problem-based learning and to identify students whose approach to learning tasks predicted poor academic performance. In this study, some important psychometric properties of the ADLIMS were examined, including its factor structure. In this study, factor replicability across samples was argued to provide a more robust and psychologically meaningful factor solution than that which can be obtained using traditional mathematical criteria. The results of the factor analysis did not confirm the presence of the four factor solution earlier reported for the ADLIMS, but did identify three clear factors that had very high replicability. An inspection of the items comprising these three factors showed that factor 1 tapped subjective distress related to poor study habits, lack of motivation to study, and distraction from social activities. Factor 2 tapped distress arising from high achievement expectations that were hampered by superficial or disorganized study habits that did not enable the student to grasp the relationships between concepts and ideas. Factor 3 tapped positive feelings and a sense of satisfaction associated with a problem-based approach to the learning of new study material. Although the internal reliability of the ADLIMS subscales met the requirements of a measure to be used in general research such as in the investigation of correlates among groups of medical students, they did not meet the higher requirements of a measure to be used to identify or predict individuals with pathological learning styles.

Humans↗
PubMed1990

Early diagnosis of substance abuse: evaluation of a course of computer-assisted instruction.

A computer-assisted, experiential course of instruction on early diagnosis of substance abuse was developed and compared to three existing substance abuse curricula for third-year medical students on family medicine clerkships. The experimental course, requiring 2 hours of teacher contact, consisted of three computer-assisted instruction modules, active discussion, role play, opportunities for applying new knowledge and clinical skills, and modelling of clinical interest by a family doctor. The three comparison educational programmes were a one-week immersion experience on a substance abuse in-patient unit, 1-4 hours of lecture, and no formal teaching. For 6 months, all third-year medical students at Jefferson Medical College were exposed to one of these courses, and to the same required readings on substance abuse, on their required family medicine rotations at different clerkship sites. They completed end-of-rotation questionnaires assessing their knowledge, satisfaction with substance abuse teaching, and motivation for continued learning. Groups were similar with regard to demographic variables, academic performance, and previous curricular and extra-curricular exposure to substance abuse. Despite a possible selection bias favouring the immersion experience, the computer-assisted course resulted in higher levels of knowledge on early diagnosis, but similar attitudes and satisfaction. The computer-assisted and immersion courses produced more favourable outcomes than lecture-based teaching and no formal teaching. Compared to no formal teaching, lecture did not produce measurable effect. The results suggest that a computer-assisted, experiential substance abuse course, based on relevant and practical goals, can efficiently augment knowledge and motivation for further learning of third-year medical students.

Adult↗
PubMed1993

Introducing medical students to medical informatics.

Medical informatics (MI) has been introduced to medical students in several countries. Before outlining a course plan it was necessary to conduct a survey on students' computer literacy. A questionnaire was designed for students, focusing on knowledge and previous computer experience. The questions reproduced a similar questionnaire submitted to medical students from North Carolina University in Chapel Hill (NCU). From the results it is clear that although almost 80% of students used computers, less than 30% used general purpose applications, and utilization of computer-aided search of databases or use in the laboratory was exceptional. Men reported more computer experience than women in each area investigated by our questionnaire but this did not appear to be related to academic performance, age or course. Our main objectives when planning an MI course were to give students a general overview of the medical applications of computers and instruct them in the use of computers in future medical practice. As our medical school uses both Apple Macintosh and IBM compatibles, we decided to provide students with basic knowledge of both. The programme was structured with a mix of theoretico-practical lectures and personalized practical sessions in the computer laboratory. As well as providing a basic overview of medical informatics, the course and computer laboratory were intended to encourage other areas of medicine to incorporate the computer into their teaching programmes.

Computer Literacy↗
PubMed2004

Graduate entry to medical school? Testing some assumptions.

BACKGROUND: Debate abounds regarding the most appropriate candidates to admit to medical school. This paper examines whether there is any advantage to admitting 'graduate' entrants over secondary school leavers on selected medical school and practice outcomes. AIM: To compare the medical school experiences, research and academic achievements and practice outcomes of graduates who entered 1 medical school in Australia directly from high school (secondary school entry) to those of graduates who entered with tertiary level education (tertiary entry). DESIGN AND METHODS: Cross-sectional study using a mail-out survey to graduates from the first 16 graduating years (1983-98 inclusive) of the University of Newcastle Medical School. RESULTS: Secondary school entrants were, on average, 8 years younger than tertiary entrants and were less likely to have received rural-based schooling. However, there were no differences with respect to gender or type of secondary school attended (public or private). Motivations for studying medicine did not generally differ according to entry type, except that more secondary students were motivated by parental expectations and more tertiary entrants were motivated by the need for professional independence and the desire to prevent disease. A greater proportion of tertiary entrants experienced stress at medical school. However, secondary students experienced more stress due to doubts about being a doctor, while tertiary entrants experienced more stress due to lack of leisure time, finances and balancing commitments. There were no significant differences between the groups in terms of academic performance (as measured by the award of medical school honours) or research outcomes (as measured by completion of a research degree during or after medical school training, publication of scientific papers or holding career posts in the research sciences). There were no differences in career positions held by clinicians, choice of general practice or another specialty as a career, practice location (rural or urban) or employment sector (public or private). CONCLUSION: There is no clear advantage, at least on the outcomes measured in this study, to limiting medical school entry to either those candidates from secondary school or those with tertiary backgrounds. Medical schools could reasonably broaden their selection criteria to include more graduate entry candidates in addition to secondary school leavers without compromising medical school and practice outcomes.

Achievement↗
PubMed2005

Teaching clinical pathology by flexible delivery in rural sites.

OBJECTIVE: To evaluate the implementation of a clinical pathology and clinical skills course designed for delivery at several distributed sites, including a mandatory eight-week placement in small remote communities. DESIGN: All students in the first cohort for the course were invited to complete questionnaires rating the value of their learning experiences and the impact of relying on resources delivered by information technology. Forty-one of 63 students responded. RESULTS: Formal lectures and resources provided at the main campus were most highly valued by the students. Patient presentations in the rural and remote communities were better examples of clinical pathology than those encountered in urban hospitals, and the rural tutors were regarded very highly for their support of student learning. Delivery of resource materials in remote sites was not as successful as planned, due to difficulties with bandwidth and download speeds. Student academic performance appeared unrelated to location of learning. CONCLUSION: Students were able to achieve learning objectives for the course, relying on a richer patient mix, campus-based core sessions and information technology-based resources. Curriculum planners should be encouraged to further devolve learning in traditionally campus-based content to rural and remote communities, but only after careful planning and resource allocation to support learning in rural teaching sites.

Consumer Behavior↗
PubMed2006

Survey of parents, nurses, and school principals on their perceptions of the controversial role of schools in health promotion.

BACKGROUND: The aim of this paper was to study the perceptions of parents, nurses, and school principals of the role of the health services in elementary schools. METHODS: A questionnaire was distributed to the heads of parents' committees, school nurses, and school principals of 35 randomly selected elementary public schools in Israel. Respondents were asked to qualify the degree of importance of the traditional and contemporary roles of the school health-care team. RESULTS: Response rates were 80.0% for parents, 100% for nurses, and 97.1% for principals. All respondents agreed that both the traditional and new roles are very important. Nurses rated three interconnected roles significantly lower than parents and school principals: 'Evaluation of students with behavioral problems', 'Evaluation of students with low academic performance', and 'Follow up and care of students with behavioral problems and low performance'. CONCLUSIONS: Nurses, parents and school principals in Israel agree that the traditional roles of health teams in elementary schools, that is, providing first aid and ensuring school hygiene, are very important. Most are ready to accept a move from an illness-based to a social-based model, with less time spent on screening and surveillance and more on identifying and managing special needs of children and staff.

Administrative Personnel↗
PubMed1989

Research in choice of medical specialty: a review of the literature 1977-87.

Studies of the factors which influence the selection of a specialty in medicine represent a major theme in research in medical education. The journal literature in this area is reviewed for the last ten year under the headings of: Reasons for choice of specialty Timing and consistency of choice Expectations of financial success Attitudes and choice of specialty Predictive methods Effect of the curriculum Academic performance Psychiatry as a career choice General differences Personality factors It is concluded that there are a number of inadequacies in the investigations reported in this field. The research is not based on any theoretical model, focuses on only one or a few of the many possible factors and uses different study populations. Greater consistency and applicability of the findings could be achieved by a central organisation conducting appropriately designed multivariate studies using defined populations at a large number of centres.

Attitude to Health↗
PubMed2005

Selecting the future doctors: the role of graduate medical programmes.

Graduate-entry medical programmes have been introduced in many Australian states. This has coincided with the introduction of learner-centred, problem-orientated medical courses and has resulted in a need to develop new selection pathways. Medical schools have complemented their primary selection tool of academic performance with tests of personal attributes considered important in future doctors. Schools with graduate-entry programmes now employ a combination of the results of the applicant's undergraduate degree, a semistructured interview and a psychometric test (the Graduate Australian Medical School Admissions Test) to select students. Rationale for the change to graduate entry and the outcomes of this change will be discussed.

Australia↗
PubMed1991

Motivation and academic achievement: the effects of personality traits and the quality of experience.

The present study examined the relationship of personality, experience while studying, and academic performance. One hundred and seventy talented high-school students (68 males, 102 females) completed the Personality Research Form (PRF) and recorded their experience via the Experience Sampling Method (ESM). The results showed that controlling for ability, work orientation, a PRF factor, was a better predictor of grade than experience. However, an experiential variable,intrinsic motivation while studying, was related to the difficulty level of courses students took over the 4 years of high school. The results supported the notion that there are two kinds of motivation in scholastic achievement, one directed toward long-term goals, the other directed toward ongoing experience.

Achievement↗
PubMed2005

Continuity and correlates of emotions and motives in self-defining memories.

Two studies examined emotions and motives in self-defining memories. In Study 1, participants recalled five self-defining memories (four recent and one earliest childhood), rated their emotions and motives during each memory, and completed a set of personality measures. A subset of participants provided a second set of memories, as well as emotion and motive ratings, approximately 2 weeks after the initial session. Results suggest that emotions and motives are moderately stable across memories and over time and show theoretically meaningful relations with self-esteem, narcissism, and affective dispositions. Study 2 extended the findings of Study 1 to a longitudinal context. Emotions and motives coded from self-defining memories were associated with changes in personality, well-being, and academic performance over a 4-year period.

Achievement↗
PubMed2005

The mediating role of parental expectations in culture and well-being.

In two studies, we examined the role of perceived fulfillment of parental expectations in the subjective well-being of college students. In Study 1, we found that American college students reported having higher levels of life satisfaction and self-esteem than did Japanese college students. American college students also reported having fulfilled parental expectations to a greater degree than did Japanese college students. Most importantly, the cultural difference in well-being was mediated by perceived fulfillment of parental expectations. In Study 2, we replicated the mediational finding with Asian American and European American college students. Asian American participants also perceived their parents' expectations about their academic performance to be more specific than did European Americans, which was associated with the cultural difference in perceived fulfillment of parental expectations. In short, perceived parental expectations play an important role in the cultural difference in the well-being of Asians and European Americans.

Attitude↗
PubMed1989

Early school dropout: configurations and determinants.

This longitudinal study examined behavioral, cognitive, and demographic factors associated with early school dropout. Follow-up assessments were completed on a sample of girls (n = 248) and boys (n = 227) who had first been seen when they were in the seventh grade. School status was determined for all living subjects; 99% of them were interviewed individually in the fifth annual test wave. Overall, 14% of the group had dropped out of school prior to completing grade 11. The clusters of males and females most vulnerable to early school dropout were characterized in grade 7 by high levels of aggressiveness and low levels of academic performance (82% early dropout in males; 47% early dropout in females). In seventh grade, subjects who subsequently dropped out tended to affiliate with persons who were also at risk for dropout. Socioeconomic status, race, and early parenthood were also associated with school dropout. The primary outcomes were supported by convergent variable-oriented and person-oriented analyses. Some developmental dynamics of the phenomena are discussed.

Achievement↗
PubMed1991

Peer reputation in middle childhood as a predictor of adaptation in adolescence: a seven-year follow-up.

This investigation examines the predictive significance of peer reputation in elementary school for the quality of adaptation in adolescence. A normative sample (N = 207) of third to sixth graders was administered the Revised Class Play (RCP). Each received 3 scores (Sociability-Leadership, Aggression-Disruption, and Sensitivity-Isolation). 7 years later, 88% of these children and their parents participated in a questionnaire follow-up study utilizing a broad range of adolescent outcome measures (e.g., social and athletic competence, academic performance, behavioral symptoms, well-being). The 3 RCP scores were significantly related to both adolescent competence and psychopathology, supporting the predictive validity of the RCP as well as the continuity of general adaptation. Each dimension of peer reputation had a different pattern of prediction depending on the outcome criteria under consideration, suggesting the importance of a multidimensional approach to peer reputation. Positive peer reputation proved to be an important predictor of later adjustment. Sex differences were examined; results suggested somewhat different patterns of prediction for boys and girls, especially for the sensitive-isolated dimension.

Adaptation, Psychological↗
PubMed1991

Relations between social competence and academic achievement in early adolescence.

Relations between academic performance and 3 aspects of social competence--socially responsible behavior, sociometric status, and self-regulatory processes (goal setting, interpersonal trust, and problem-solving styles)--were studied. Based on a sample of 423 12- and 13-year-old students, correlational findings indicate that each aspect of social competence is related significantly to students' grades. Results from multiple regression analyses suggest that when accounting for students' IQ, sex, ethnicity, school absence, and family structure, socially responsible behavior mediates almost entirely the relations between students' grades and the other 2 aspects of social competence. Socially responsible behavior and peer status appear to be related by way of their joint association with goals to be socially responsible, interpersonal trust, and problem-solving styles. Similarly, relations between socially responsible behavior and the background variables are explained by joint relations with the self-regulatory processes. The social nature of learning and the role of self-regulation in both interpersonal and behavioral aspects of social competence are discussed.

Achievement↗