Students' perceived experience of university admission based on tests and interviews.
ABSTRACT The aim of the study was to generate an impression, from the perspective of graduating dental students, of the individualised admissions procedures, which they had undergone 5 years before. The subjects comprised 10 randomly selected students, five male and five female, from two different admission rounds. Qualitative research was used and data were collected by means of semi-structured interviews. The results show that even 5 years later, the students remember clearly the different steps in the selection procedure and they found the procedure relevant. In particular, the admission interviews made a lasting impression. The students consider that being interviewed by one admissions committee member at a time reduces the applicant's apprehension and allows a more personal interview. Several believe that the admissions procedure influences academic achievement or improves self-confidence: implicit in their selection by a committee of experienced professionals is affirmation that they have the potential to become good dentists. The students therefore feel encouraged to aspire to higher achievement. All students believe that motivation is an important non-cognitive attribute for success and that students selected through this mode are not only highly motivated but also well informed, with realistic expectations of the undergraduate programme and their future professional career.
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ABSTRACT: In the wake of the introduction of graduate entry programmes, this paper aims to promote discussion and debate on student recruitment and selection, with a view to achieving a better match between the medical student population and the health needs of the population as a whole. Government initiatives in the UK and Australia have increased the number of medical school places, with a substantial proportion allocated to graduate entry students. In the UK, a government priority is to widen access to applicants from disadvantaged areas and lower socio-economic groups. In Australia, additional concerns for the government include ensuring medical services for rural and remote areas and improving indigenous health. At the same time, the governments in both countries are shifting costs in the direction of a 'user pays' system. Graduate entry programmes represent a particular approach to minimising the effects of disadvantage, increasing the representation of students from diverse backgrounds, achieving a better match between the medical student population and the general population, and encouraging more flexible and inclusive selection and admissions policies. They also have certain disadvantages. It is possible to define a set of principles to increase the diversity of the medical school class with respect to both academic and personal qualities, whether in undergraduates or in graduate entrants. Graduate entry programmes can contribute to increased student diversity, but are unlikely to have much impact without other strategies to reinforce this aim. A nationwide collaboration could provide opportunities for research to establish more efficient and effective ways of selecting tomorrow's doctors.Medical Education 12/2004; 38(11):1147-53. · 3.55 Impact Factor
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ABSTRACT: Academic achievement correlates poorly with clinical performance of physicians, so it is probably more important to select college students for medical school admission who will be superior physicians than to select those who will be excellent medical students. Before such selection criteria can be developed, a valid description of a superior physician must be determined. The relative importance of 87 characteristics of a superior physician, based on a previously published list, was determined by asking medical school faculty members to rate them. The resulting description of a superior physician is valid, because it correlated very highly (r = 0.87, p less than 0.001) with the published ratings of the same characteristics from decades earlier in another part of the country, and because it was constant across many subgroups. The faculty was also asked to rate how easily each characteristic could be taught, and those ratings were validated by high correlations across several subgroups. The importance and the teachability ratings were combined into a nonteachable-important index (NTII) that provides a rank order of traits that are important but cannot be taught easily. These are the characteristics that should be used in selecting future physicians.Annals of Surgery 03/1985; 201(2):225-30. · 6.33 Impact Factor
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ABSTRACT: In 1993, a new admission system was introduced at the Dental School, Karolinska Institutet, Sweden. One-third, and subsequently 60% of the students were admitted through an individualised selection system, and the remainder through traditional modes, using secondary school matriculation scores, or a university standard aptitude test. In this study, professional competence of final year undergraduates, assessed by faculty members, was related to mode of admission. The participating faculty members had tutored the students in the adult comprehensive care clinic for 1-3 semesters. 13 faculty members assessed students from 3 freshman intakes. A specially designed protocol was used, comprising 7 different criteria to be graded on a scale of 1 to 5, and one overall rating on a scale of 1 to 7. The faculty members were also asked to nominate which of the 7 criteria they considered most important for the overall rating: (A) knowledge, (B) initiative, (C) responsibility and judgement, (D) patient contact, (E) clinical skills, (F) co-operative approach and (G) commitment and motivation. Responsibility and judgement (n=11) and knowledge (n=6) were rated as the most important criteria. The evaluation of professional competence using the overall rating as a score shows a better median value (M=5.5) for the individualised group than for the traditional group (M=5.0). There was little or no difference between the 2 groups in median values for the most important 2 criteria, (C and A), but for the individualised group, the interval for the inter-quartile range (IQR) was not only higher, but also more homogeneous. It is concluded that by final year, students originally admitted by individual selection seem to be more professionally competent than classmates admitted on traditional university entrance scores.European Journal Of Dental Education 03/2001; 5(1):12-6. · 1.01 Impact Factor