| Comparing the performance of graduate-entry and school-leaver medical students. | |
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MedLine Citation:
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PMID: 20636589 Owner: NLM Status: MEDLINE |
Abstract/OtherAbstract:
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OBJECTIVES: Between 2000 and 2006 Leicester-Warwick Medical Schools (LWMS) provided parallel courses for graduate and school-leaver entrants into medicine. The parallel courses were based upon a single curriculum with ;identical teaching programmes and assessment methods over the two sites (Warwick and Leicester). Warwick runs the curriculum over an accelerated 4-year period for its graduate-entry students. LWMS hence provides a unique opportunity to compare outcomes for these two contrasting groups of students. METHODS: We carried out an observational, quantitative cohort study over a 6-year period covering three cohorts of students who graduated in 2004, 2005 and 2006, respectively, using examination scores as outcome measures. We compared the examination performance of school-leaver and graduate-entry students in written and clinical examinations. These included intermediate clinical examinations, final clinical and final written examinations for both sets of students. Examination data were collected from original mark sheets and university databases at Warwick and Leicester. A-level data were collected from the national University College Admissions Service (UCAS) and compared against examination performance throughout medical school examinations. RESULTS: Graduate-entry students performed as well as school-leaver students prior to entering the full-time clinical element of the course despite having significantly lower A-level grades. School-leaver entrants performed better on midpoint examinations, but had lost this advantage by the time they sat final professional examinations. CONCLUSIONS: This is the first large-scale UK study to compare the performance of graduate-entry and school-leaver medical students following the same clinical curriculum and using the same assessments. Graduate-entry students performed as well as undergraduates in final examinations despite lower A-level grades and a shorter 4-year accelerated course. |
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Authors:
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Manjeet Shehmar; Thea Haldane; Alec Price-Forbes; Colin Macdougall; Ian Fraser; Stuart Peterson; Edward Peile |
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Publication Detail:
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Type: Journal Article |
Journal Detail:
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Title: Medical education Volume: 44 ISSN: 1365-2923 ISO Abbreviation: Med Educ Publication Date: 2010 Jul |
Date Detail:
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Created Date: 2010-07-19 Completed Date: 2010-12-10 Revised Date: - |
Medline Journal Info:
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Nlm Unique ID: 7605655 Medline TA: Med Educ Country: England |
Other Details:
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Languages: eng Pagination: 699-705 Citation Subset: IM |
Affiliation:
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Department of Postgraduate Medical Education, University Hospital Coventry and Warwick, Institute of Clinical Education, University of Warwick, Coventry, UK. mshehmar@doctors.org.uk |
Export Citation:
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| MeSH Terms | |
Descriptor/Qualifier:
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Adolescent Adult Cohort Studies Education, Medical, Graduate / standards* Education, Medical, Undergraduate / organization & administration*, standards* Educational Measurement Female Great Britain Humans Male Students, Medical* Time Factors Young Adult |
From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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