| Clinical assessment performance of graduate- and undergraduate-entry medical students. | |
| | |
MedLine Citation:
|
PMID: 22288998 Owner: NLM Status: In-Data-Review |
Abstract/OtherAbstract:
|
Background: Recent evidence suggests that graduate-entry medical students may have a marginal academic performance advantage over undergraduate entrants in a pre-clinical curriculum in both bioscience knowledge and clinical skills assessments. It is unclear whether this advantage is maintained in the clinical phase of medical training. Aim: The study aimed to compare graduate and undergraduate entrants undertaking an identical clinical curriculum on assessments undertaken during clinical training in the medical course. Methods: Clinical assessment results for four cohorts of medical students (n = 713) were compared at the beginning and at the end of clinical training for graduate and undergraduate entrants. Results: Results showed that graduate- and undergraduate-entry medical students performed similarly on clinical assessments. Female students performed consistently better than male students. Conclusion: The findings of this study suggest that any academic performance advantage held by graduate-entry medical students is limited to the early years of the medical course, and is not evident during clinical training in the later years of the course. |
| | |
Authors:
|
Katharine J Reid; Agnes E Dodds; Geoffrey J McColl |
Related Documents
:
|
17362408 - Risk perception and personality facets. 3812278 - Value of the 12-lead electrocardiogram in discriminating atrioventricular nodal recipro... 1441468 - Occupational asthma. 22413598 - Working effectively with older patients: 25 do's and don'ts for medical practice employ... 14508018 - Predictors of psychiatric comorbidity in medical outpatients. 16213088 - The feasibility of color doppler ultrasonography for caudal epidural steroid injection. |
Publication Detail:
|
Type: Journal Article |
Journal Detail:
|
Title: Medical teacher Volume: 34 ISSN: 1466-187X ISO Abbreviation: Med Teach Publication Date: 2012 |
Date Detail:
|
Created Date: 2012-01-31 Completed Date: - Revised Date: - |
Medline Journal Info:
|
Nlm Unique ID: 7909593 Medline TA: Med Teach Country: England |
Other Details:
|
Languages: eng Pagination: 168-71 Citation Subset: IM |
Affiliation:
|
The University of Melbourne , Australia. |
Export Citation:
|
APA/MLA Format Download EndNote Download BibTex |
| MeSH Terms | |
Descriptor/Qualifier:
|
|
From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
Previous Document: Self-assessment by trainees using self-TAB as part of the team assessment of behaviour multisource f...
Next Document: Experiential learning: AMEE Guide No. 63.