Influence of Pre-Medicine Course GPA and National Medical Admission Test on First Year GPA Among College of Medicine Students: A Retrospective Review

Introduction: The admission criteria used by medical schools in the Philippines in selecting future doctors are the same. These include academic ability, insight into medicine, extracurricular activities and interests, personality, motivation, linguistic and communication skills, and the National Medical Admission Test (NMAT). However, the evidence for using these criteria is limited. The Adventist University of the Philippines College of Medicine (AUP-COM), determined the significant predictors of its students’ GPA in their first year in medical school. The first-year GPA of the students was associated with their success in medical schools. Methods: Utilizing the Pre-medical Board Course GPA and NMAT as factors in predicting future performance of the students in the medical field, this retrospective study utilized all students from four batches (N = 153) who were accepted in COM. 11.1% were from Batch 2019, 26% from Batch 2020, 33% from Batch 2021 and 30.1% from 2022. Majority were females (66%) and had pre-medical courses such as Medical Laboratory Science (49.7%), BS Biology (15.55%), and BS Nursing (11.1%). Statistical analysis included mean, standard deviation, percentage, correlation, and regression. Results: The NMAT of the medicine students had an average of 72.01, with a pre-medicine course GPA of 90.69 (B) and first-year GPA of 84.6% (C+). The bivariate correlation revealed significant positive relationship of NMAT and pre-medicine course grade to the GPA of the students in their first year in medical school. However, regression analysis revealed that only pre-medicine course GPA significantly predicted the first year GPA of students. Discussion: This result can be an eye-opener to medical schools on the percentage weight given to NMAT score as one of the major criteria in the selection process of future doctors. Future research may include other predictors of student performance since pre-medicine course GPA contributes only 13.2% of the variance in medicine students’ first year GPA.

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The Role of Institutional Selectivity in the Prediction of Podiatric Medical School Performance

Journal of the American Podiatric Medical Association ◽

10.7547/1000479 ◽

2010 ◽

Vol 100 (6) ◽

pp. 479-486 ◽

Cited By ~ 1

Author(s):

Kevin M. Smith ◽

Simon Geletta

Keyword(s):

Medical School ◽

Grade Point Average ◽

School Performance ◽

Ethnic Origin ◽

First Year ◽

Grade Point ◽

Medical College ◽

Institutional Selectivity ◽

Admission Test

Background: This pilot study explores the influence of preadmission data on podiatric medical school performance, specifically, the role of undergraduate institutional selectivity. This type of study has never been described in the podiatric medical education literature. We conducted a longitudinal analysis of preadmission data on 459 students from the graduating classes of 2000 to 2009 at the College of Podiatric Medicine and Surgery at Des Moines University. Methods: Multivariate linear regression was used to assess the relationship between performance during the first year of podiatric medical school and a set of independent variables that represent certain preadmission student characteristics. Student demographic characteristics, such as race/ethnicity and sex, were also included in the regression analysis as control variables. Results: The regression analysis revealed that ethnic origin, undergraduate grade point average, Medical College Admission Test biological science and verbal reasoning scores, and institutional selectivity together had a significant effect on the dependent variable (F = 18.3; P < .001). The variance for the independent variable/constant variables was 32%. Almost twice as many students were dismissed or withdrew in poor academic standing who attended undergraduate institutions in the lowest selectivity category. Conclusions: This analysis revealed that in the College of Podiatric Medicine and Surgery, some preadmission variables, such as institutional selectivity, undergraduate grade point average, ethnic origin, and Medical College Admission Test verbal reasoning and biological science scores, are statistically significant in predicting first-year podiatric medical school grade point average. The selectivity of a student’s undergraduate institution should be considered when screening potential podiatric medical school applicants. (J Am Podiatr Med Assoc 100(6): 479–486, 2010)

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Does applicant specialty ambition influence medical school choice?

British Journal of General Practice ◽

10.3399/bjgp19x703685 ◽

2019 ◽

Vol 69 (suppl 1) ◽

pp. bjgp19X703685

Author(s):

Eliot Rees ◽

David Harrison ◽

Karen Mattick ◽

Katherine Woolf

Keyword(s):

General Practice ◽

School Choice ◽

Medical School ◽

Medical Schools ◽

First Year ◽

Structured Interviews ◽

Individual Interviews ◽

Group Interviews ◽

The Uk ◽

First Year Medical Students

BackgroundThe NHS is critically short of doctors. The sustainability of the UK medical workforce depends on medical schools producing more future GPs who are able and willing to care for under-served patient populations. The evidence for how medical schools should achieve this is scarce. We know medical schools vary in how they attract, select, and educate future doctors. We know some medical schools produce more GPs, but it is uncertain whether those school recruit more students who are interested in general practice.AimThis study seeks to explore how applicants’ future speciality ambitions influence their choice of medical school.MethodOne-to-one semi-structured interviews and focus groups were conducted with medical applicants and first year medical students at eight medical schools around the UK. Interviews were audiorecorded and transcribed verbatim. Transcripts were analysed through thematic analysis by one researcher. A sample of 20% of transcripts were analysed by a second researcher.ResultsSixty-six individuals participated in 61 individual interviews and one focus group. Interviews lasted a mean of 54 minutes (range 22–113). Twelve expressed interest in general practice, 40 favoured other specialities, and 14 were unsure. Participants’ priorities varied by speciality aspiration; those interested in general practice described favouring medical schools with early clinical experience and problem-based learning curricula, and were less concerned with cadaveric dissection and the prestige of the medical school.ConclusionMany applicants consider future speciality ambitions before applying to medical school. Speciality aspiration appears to influence priority of medical schools’ attributes.

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Technical Standards from Newly Established Medical Schools: A Review of Disability Inclusive Practices

Journal of Medical Education and Curricular Development ◽

10.1177/23821205211072763 ◽

2022 ◽

Vol 9 ◽

pp. 238212052110727

Author(s):

Catherine Stauffer ◽

Ben Case ◽

Christopher J. Moreland ◽

Lisa M. Meeks

Keyword(s):

Medical School ◽

Students With Disabilities ◽

Document Analysis ◽

Medical Schools ◽

Future Research ◽

Technical Standards ◽

Reasonable Accommodations ◽

Accommodation Request ◽

The Impact

Introduction Technical standards document US medical school's nonacademic criteria necessary for admission, persistence, and graduation and communicate the school's commitment to disability inclusion and accommodation but are considered one of the largest barriers for students with disabilities. Calls for more inclusive technical standards have increased in recent years, yet the impact of this work on changing technical standards has not been measured. The establishment of 15 new US MD- and DO-granting medical schools between 2017 to 2020 offered a unique opportunity to evaluate differences in the inclusive nature of newly developed technical standards. Method We conducted a document analysis of 15 newly formed medical schools’ technical standards to determine the availability and inclusive nature of the standards as they pertain to students with sensory and mobility disabilities. Technical standards were coded for: ease of obtaining technical standards, the school's stated willingness to provide reasonable accommodations, the origin of responsibility for accommodation request and implementation, and the school's openness to intermediaries or auxiliary aids. Results Of the 15 schools, 73% of the technical standards were not easy to locate online. Few (13%) included language that support disability accommodations. Most (73%) used language that was coded as ‘restrictive’ for students with physical or sensory disabilities. Coding of the newly accredited US MD and DO medical schools suggests that newly created technical standards are more restrictive than those in previous studies. Conclusions Efforts to create more inclusive technical standards have not yet been realized. Newly formed US MD- and DO-granting medical schools may perpetuate historically restrictive technical standards that serve as barriers to applicants with disabilities. Future research should evaluate the role of medical school accrediting bodies to go beyond simply requiring technical standards to ensuring that the standards are readily available and appropriately convey the availability of reasonable accommodations for students with disabilities.

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Exploring the Challenges of Tertiary Students in Non-Laboratory Courses After the First Year of Emergency Remote Teaching

European Journal of Educational Research ◽

10.12973/eu-jer.11.1.481 ◽

2022 ◽

Vol 11 (1) ◽

pp. 481-492

Author(s):

Ferdinand Bulusan ◽

Eva Marie ◽

Jeng Jeng

Keyword(s):

Urban Areas ◽

The Philippines ◽

Primary Data ◽

Future Research ◽

First Year ◽

Data Sets ◽

Educational Management ◽

Spider Web ◽

Laboratory Courses ◽

Data Collection Technique

<p style="text-align: justify;">Shortly after the Coronavirus disease (COVID-19) pandemic began, studies on the challenges faced by tertiary students during Emergency Remote Teaching (ERT) became available. However, the data sets were harvested early, as many countries began implementing ERT in response to the pandemic in March 2020. Many recent studies have failed to distinguish between the challenges faced by students enrolled in the laboratory and non-laboratory courses. There is still a dearth of literature on the difficulties encountered by students enrolled in non-laboratory courses following the first year of ERT implementation. The purpose of this paper was to examine the various challenges faced by tertiary students enrolled in non-laboratory courses following the conclusion of the first year of ERT implementation. Contextualized in two state-owned higher education institutions in northern Luzon, this study employed a fundamental qualitative approach, with focus group discussions (FGDs) serving as the primary data collection technique. Five major themes emerged from the FGDs with 42 purposively selected tertiary students. These themes presented in the spider web illustration include (1) student-focused challenges, (2) instructional material-related challenges, (3) instructor-emanating challenges, (4) technology-related challenges, and (5) student support-related challenges. This article concludes that these issues must be dealt with immediately to facilitate the implementation of ERT in non-laboratory courses. These difficulties may also be dimensions of concerns about distance education, particularly in non-urban areas of the Philippines. The themes also provide some actual pictures of the student challenges in the initial year of ERT in college. This paper highlighted some implications for pedagogy and educational management, as well as future research directions.</p>

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Adjustment to college and academic performance: Insights from Filipino college freshmen in an allied health science course

10.35542/osf.io/74ysf ◽

2020 ◽

Author(s):

Mark Alipio

Keyword(s):

Academic Performance ◽

The Philippines ◽

Health Science ◽

First Year ◽

Radiologic Technology ◽

Adjustment To College ◽

Technology Students ◽

Bivariate Correlation ◽

Significant Difference ◽

Weighted Point

This paper aims to know the relationship between the level of adjustment to college and academic performance of first year Radiologic Technology students of a higher education institution in the Philippines. A descriptive-correlational study using survey questionnaire was employed to 132 respondents who were chosen through stratified random sampling and Slovin’s formula. Standard questionnaires were used to gather data on the demographic profile and level of adjustment of the respondents while the academic performance was measured through the Weighted Point Average (WPA) requested from the school’s Registrar. Results showed that the majority of the respondents are female (53.8%), belong to middle income class (34.8%), were from STEM (59.1%) and travel between one kilometer and 10 kilometers to school (34.1%). The study reported a moderate level of adjustment and a 2.63 overall WPA of students. Test of difference showed that there is significant difference in the academic adjustment and academic strand taken during SHS (p<0.05); and in the institutional attachment and proximity of house to school (p<0.05). Bivariate correlation among variables revealed that there is no significant relationship between the level of adjustment to college and academic performance of first year Radiologic Technology students College (p>0.05).

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Why People Apply to Medical School in Iraq?

Journal of Medical Education and Curricular Development ◽

10.1177/2382120517726997 ◽

2017 ◽

Vol 4 ◽

pp. 238212051772699 ◽

Cited By ~ 2

Author(s):

Nesif Al-Hemiary ◽

Ahmed Sameer Al-Nuaimi ◽

Hilal Al-Saffar ◽

Ian Randall

Keyword(s):

Medical School ◽

Selection Process ◽

Career Decisions ◽

Medical Schools ◽

First Year ◽

First Year Students ◽

The People ◽

Younger Age ◽

Ready Availability ◽

Electronic Education

Background: The motivations behind why people choose to study medicine in Iraqi medical schools are unknown. Such information could help school pupils to make more informed career decisions and assist medical schools in enhancing the student selection process. Aims: To investigate why people choose to study medicine in Iraq. Subjects and methods: The first-year students admitted on the academic year 2015-2016 to Baghdad College of Medicine, University of Baghdad, were invited to complete a structured questionnaire, which was administered through the college electronic education portal. The data were analyzed using IBM SPSS version 21 software. Results: A total of 152 (50% response rate) students responded. Women constituted 69.1% of respondents. Most students (61.8%) had made their choice by themselves without family pressure. The most frequent reasons that affected this choice were “humanitarian reasons and a wish to provide help to others” as well as “childhood dream,” “positive community appraisal of doctors,” and “ready availability of work for physicians.” About three-quarters (73.6%) of the students made some inquiry about medical school before making their choice, and the people asked were most frequently a medical student or a doctor. Information provided by the consulted parties was regarded as satisfactory by 64.2% of the surveyed students, had a positive value in 47.2%, and affected their decision in 34.9%. The highest proportion (42.2%) of the study sample was thinking about studying medicine since primary school. In addition, students with personal preference made their choice at a significantly younger age. Conclusions: Reasons to apply for medical schools in Iraq are similar to those in many countries. Most of the students who inquired about studying medicine had not contacted the medical school itself.

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Kriteria Seleksi Masuk Fakultas Kedokteran sebagai Prediktor Presentasi Akademik

Jurnal Pendidikan Kedokteran Indonesia The Indonesian Journal of Medical Education ◽

10.22146/jpki.25160 ◽

2013 ◽

Vol 2 (2) ◽

pp. 109

Author(s):

Dedeh Supantini ◽

Lusiana Darsono ◽

Winsa Husin

Keyword(s):

Academic Performance ◽

Selection Criteria ◽

Medical Faculty ◽

Outcome Variable ◽

First Year ◽

Pearson’S Correlation ◽

Bivariate Correlation ◽

Pearson's Correlation ◽

Admission Test ◽

Selection Of

Background: Selection of students into medical school should have two distinct purposes: to enroll students that most likely to succeed in their academic and clinical year, and subsequently become competent and professional medical practitioner. Numbers of applicants and numbers of students accepted in Faculty of Medicine of Maranatha Christian University (MCU) was tend to increase each year. The selection of medical students was based on General Admission Test (GAT) prepared by admission committees of MCU. To improve the selection procedure, since 2009, the Faculty developed Medical Faculty Admission Test (MFAT) as additional selection tool to assess cognitive attributes in basic biomedical sciences. The objective of this study was to evaluate how well the selection criteria predict academic performance, and to identify if there were any aspects of prior academic history and student’s characteristic that correlate with subsequent students performance during medical program.Method: We studied students cohort of the 2009. Selection criteria were GAT and MFAT. Prior academic performance explained by student’s score on National High School Examination (NHSE) and student’s score on biology. Academic performance was defined as cumulative first year Grade Point Average (GPA). Correlation between GPA and selection criteria or student’s characteristic was calculated using Pearson’s correlation coefficient. Multiple regressions was performed for each outcome variable with all variables included. Statistical significance was set at p < 0,05Results: There were 167 students included in this study. Bivariate correlation analysis with Pearson’s correlation showed that MFAT (= 0,354,p<0,01) and GAT ( r=0,301, p<0,01) were correlated with student’s academic performance. The results of multivariate analysis with multiple regression showed that MFAT and GAT are predictors of first year academic performance defined by GPA (R multiple = 0,404, p<0,001).Conclusion: Medical Faculty of MCU selection criteria ere correlated with academic performance.

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Complementary and Alternative Medicine Familiarization: What's happening in Medical Schools in Wales?

Evidence-based Complementary and Alternative Medicine ◽

10.1093/ecam/nem185 ◽

2010 ◽

Vol 7 (2) ◽

pp. 265-269 ◽

Cited By ~ 5

Author(s):

Natalie Taylor ◽

Anona Blackwell

Keyword(s):

Medical Students ◽

Medical School ◽

Alternative Medicine ◽

Complementary And Alternative Medicine ◽

Medical Schools ◽

School Staff ◽

First Year ◽

Graduate Entry ◽

Academic Medical ◽

First Year Medical Students

Despite recommendations that complementary and alternative medicine (CAM) familiarization should be offered to UK medical students, in Wales little such teaching was offered. We decided to assess medical students’ knowledge of CAMs, perceived training needs in CAMs, their view of its role in the National Health Service (NHS) and current teaching given. Analysis of data from a questionnaire given to medical students and direct questioning of senior academic medical school staff in Cardiff and Swansea Medical Schools was carried out. The participants comprised 78 first year medical students in the undergraduate entry program in Cardiff and 58 first year medical students from the graduate entry program in Swansea. Senior academic medical school staff at Cardiff and Swansea Medical Schools were asked about current CAM teaching. Results revealed that 32% of undergraduate entry students (UGES) had previous knowledge of CAMs compared with 51% of graduate entry students (GES). Of the UGES, 62% believed they should be taught about CAM's compared with 94% of GES. Of UGES 31% felt that CAMs have a role in the NHS compared with 50% of GES. None of the students had received teaching about CAMs and little formal CAM teaching is currently included in the curricula at each site. The majority of medical students in Wales would like to receive CAM teaching and significant numbers support a role for CAMs in the NHS. Little formal teaching is currently provided.

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Career intentions and perceptions of general practice on entry to medical school: baseline findings of a longitudinal survey at three UK universities

BJGP Open ◽

10.3399/bjgpo.2021.0120 ◽

2021 ◽

pp. BJGPO.2021.0120

Author(s):

Richard Darnton ◽

Efthalia Massou ◽

James Brimicombe ◽

John Kinnear ◽

Roger Tisi ◽

...

Keyword(s):

General Practice ◽

Medical School ◽

Influencing Factors ◽

Online Survey ◽

Working Hours ◽

Medical Schools ◽

First Year ◽

East Anglia ◽

Career Intention ◽

Medical Graduates

BackgroundMedical graduates from the universities of Oxford and Cambridge have a lower intention to become general practitioners compared to other UK medical graduates. It is not clear to what extent this difference is present on admission to medical school.AimTo compare the career intention and influencing factors of students on admission to different medical schools.Design & settingFirst year of a six year prospective cohort study of medical students admitted to the three East of England medical schools in Autumn 2020: University of East Anglia(UEA), University of Cambridge (UOC) and Anglia Ruskin University (ARU).MethodAn online survey instrument was administered at the start of the first year. This measured self-reported career interests and various influencing factors including perceptions of general practice.ResultsUOC students declared a lower intention to become a doctor, a higher likelihood of choosing careers in pathology and public health and a much lower likelihood of becoming a GP (all at P<0.001). In all three schools, the phrases least associated with general practice were “opportunities for creativity/innovation” and “research/academic opportunities” while the phrases most associated with general practice were “favourable working hours” and “flexibility”. However, research/academic opportunities were far more important, and favourable working hours far less important, to UOC students (P<0.001 for both).ConclusionsUOC students’ lower intention to become a GP appears to be present on entry to medical school. This may be explained in part by these students placing a higher importance on research/academic opportunities combined with the widely held perception that GP careers lack these opportunities.

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Adjusting to Disrupted Assessments, Placements and Teaching (ADAPT): a snapshot of the early response by UK medical schools to COVID-19

10.1101/2020.07.29.20163907 ◽

2020 ◽

Author(s):

Anmol Arora ◽

Georgios Solomou ◽

Soham Bandyopadhyay ◽

Julia Simons ◽

Alex Osborne ◽

...

Keyword(s):

Medical Education ◽

Medical Student ◽

Medical School ◽

Medical Schools ◽

Early Response ◽

Performance Measure ◽

Educational Performance ◽

Clinical Placements ◽

National Medical ◽

Foundation Programme

Background Medical school assessments, clinical placements and teaching have been disrupted by the COVID-19 pandemic. The ADAPT consortium was formed to document and analyse the effects of the pandemic on medical education in the United Kingdom (UK), with the aim of capturing current and future snapshots of disruption to inform trends in the future performance of cohorts graduating during COVID-19. Methods Members of the consortium were recruited from various national medical student groups to ensure representation from medical schools across the UK. The groups involved were: Faculty of Medical Leadership and Management Medical Students Group (FMLM MSG); Neurology and Neurosurgery Interest Group (NANSIG); Doctors Association UK (DAUK); Royal Society of Medicine (RSM) Student Members Group and Medical Student Investigators Collaborative (MSICo.org). In total, 29 medical schools are represented by the consortium. Our members reported teaching postponement, examination status, alternative teaching provision, elective status and UK Foundation Programme Office (UKFPO) educational performance measure (EPM) ranking criteria relevant to their medical school during a data collection window (1st April 14:00 to 2nd April 23:59). Results All 29 medical schools began postponement of teaching between the 11th and 17th of March 2020. Changes to assessments were highly variable. Final year examinations had largely been completed before the onset of COVID-19. Of 226 exam sittings between Year 1 and Year 4 across 29 schools: 93 (41%) were cancelled completely; 14 (6%) had elements cancelled; 57 (25%) moved their exam sitting online. 23 exam sittings (10%) were postponed to a future date. 36% of cohorts with cancelled exams and 74% of cohorts with online exams were granted automatic progression to the next academic year. There exist 19 cohorts at 9 medical schools where all examinations (written and practical) were initially cancelled and automatic progression was granted. Conclusions The approaches taken by medical schools have differed substantially, though there has been universal disruption to teaching and assessments. The data presented in this study represent initial responses, which are likely to evolve over time. In particular, the status of future elective cancellations and UK Foundation Programme Office (UKFPO) educational performance measure (EPM) decile calculations remains unclear. The long-term implications of the heterogeneous disruption to medical education remains an area of active research. Differences in specialty recruitment and performance on future postgraduate examinations may be affected and will be a focus of future phases of the ADAPT Study.

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