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PubMed1964

THE PREMEDICAL STUDENT: HIS IDENTITY. CHARACTERISTICS OF A COHORT OF PREMEDICAL STUDENTS AT THE UNIVERSITY OF BRITISH COLUMBIA.

A prospective study is currently being conducted of students who were freshmen at the University of British Columbia in 1961-1962. Three cohorts are being followed: 136 premedical students, 107 science students, and 136 persons comprising a sample of general arts students. At registration in 1961, the only demographic difference was that the Premedical cohort had a greater proportion of catholics and persons from upper occupational classes. Premedical students generally performed as well in high school as science students and better than general arts students, though the academic potential of science students as measured by achievement and aptitude tests was superior. Premedical students performed better on freshman examinations than the other cohorts, though a significantly larger proportion of science students (84.4%) actually passed into second year than of premedical students (75.0%). A disturbing observation was that by second year the Science cohort had recruited more than enough students to balance its losses, while the Premedical cohort had lost three times as many students as it recruited. The net effect was not much reduced by students who entered directly from senior matriculation or other universities, since these students were about twice as likely to enter the Science cohort as they were to enter the Premedical cohort.

Achievement↗

PubMed1965

THE PREMEDICAL STUDENT: HIS PROGRESS. A STUDY OF A COHORT OF PREMEDICAL STUDENTS AT THE UNIVERSITY OF BRITISH COLUMBIA.

Since September 1961, a prospective study of premedical and science students has been conducted at the University of British Columbia. On completion of their sophomore year, after a year of changes from one group to another or withdrawal from either group, only 82 students existed in the diminished Premedical cohort while 137 students existed in the augmented Science cohort. These two groups have now become similar demographically, and their academic potential, as indicated by achievement and ability tests, has also become similar in terms of their mean test scores. In academic performance the present Premedical cohort has displayed some superiority over the Science cohort in high school, freshman and sophomore years. The sophomore premedical mean grade was 66.0% compared with 63.7% for the Science cohort. The hypothesis is developed that these findings reflect a difference in motivation, and therefore that perception of ultimate career goals will motivate and affect academic performance of students in their undergraduate years.

Achievement↗

PubMed1985

Course work and grades of premedical students at two liberal arts colleges.

Choices of courses and academic performances of premedical students were investigated at two liberal arts colleges. Four hypotheses tested related to the areas of science concentration in the students' overall academic programs, breadth of the programs, depth of study in subjects outside science, and the grades achieved in all areas. Altogether, 345 students from the classes of 1982 and 1983 were studied. Premedical students were compared with nonpremedical students studying biology and chemistry and with all other students. Premedical students and other students majoring in biology, chemistry, or other health-related subjects had similar distributions of course credits by academic division and studied a greater breadth of subject matter than did other students. In contrast, the other students tended to study one subject outside their major in greater depth than the premedical students and other students majoring in biology and chemistry, and these subjects were usually in an academic division that did not include their major departments. The students from the two colleges who were admitted to medical schools achieved higher grades than either rejected applicants or nonapplicants from the colleges.

Education, Premedical↗

PubMed1982

Curriculum choices of premedical students.

The authors examined the curricular choices of premedical students to discover the differences from the choices of other students in the sciences and liberal arts. Premedical students took more science courses and took conscience courses in which they were more likely to get a higher grade than would other students. The authors have confirmed that premedical students' preparation for medical school is not broad-based and that course selection appears to be made on the basis of competition for entry into medical school.

Curriculum↗

PubMed2006

Mathematics preparation for medical school: do all premedical students need calculus?

BACKGROUND: The premedical student confronts a disparate set of required and recommended courses from the various medical schools to which the student might apply. SUMMARY: Students may feel compelled to take courses such as calculus even though most medical schools do not require it and even though it may not be related to either undergraduate academic plans or the core academic needs of the typical future physician. CONCLUSIONS: Basic mathematical knowledge--a knowledge of algebra, statistics, and overall numeracy--are each more important for most future physicians than is the traditional calculus course.

Curriculum↗

PubMed1996

Preclinical science course "preludes" taken by premedical students: do they provide a competitive advantage?

BACKGROUND: Premedical students often elect advanced science courses whose content will reappear during preclinical courses. Are such "preludes" useful? METHOD: The study participants were the 176 first-year students entering the University of Iowa College of Medicine in 1992. Their grades in medical school courses in biochemistry, gross anatomy, histology, physiology, and microbiology were compared with their grades in similar premedical courses. RESULTS: The students who had taken a premedical prelude in advanced science performed no better than their classmates except in biochemistry, where the 118 students (67%) with prior biochemistry exposure had a significantly higher mean score (96.3 vs 87.6, p < .0001 using Student's t-test). A biochemistry prelude appeared to benefit all students, especially those from minorities underrepresented in medicine. In addition, among the 13 students who failed biochemistry in medical school, a number of them had low grades in organic chemistry and had not taken a premedical course in biochemistry. To test the replicability of the findings, an analysis was undertaken of the biochemistry performances of the 162 students who had entered in 1991, and again a significant difference was found between the students who had and those who had not taken a biochemistry prelude. CONCLUSION: A premedical biochemistry course, required by only two schools in 1995-96, appears advantageous, especially for students with weak academic preparation. Lack of such benefit from other preludes suggests that premedical students might better choose electives in arts and humanities to enhance their educational breadth.

Education, Premedical↗

PubMed1993

Retention of traditional premedical students in a medical career pathway compared with students in a combined baccalaureate-medical degree program.

This study compared the retention in medical career pathways of students enrolled in a combined baccalaureate-medical degree program to traditional premedical students at Brown University. Whereas 84% of the combined-degree students went on to medical school, only 36% of the traditional premedical students did. Among underrepresented minority students, the proportions were 74% and 39%, respectively. Scholastic Aptitude Test (SAT) scores accounted for some of the difference, yet even when SAT scores were controlled using a multiple logistic regression model, students enrolled in the combined-degree program were more than eight times as likely to continue in a medical career pathway.

Aptitude Tests↗

PubMed1974