Abstract
Background: In 1998, a new selection process which utilised an aptitude test and an interview in addition to previous academic achievement was introduced into an Australian undergraduate medical course.Aims: To test the outcomes of the selection criteria over an 11-year period.Methods: 1174 students who entered the course from secondary school and who enrolled in the MBBS from 1999 through 2009 were studied in relation to specific course outcomes. Regression analyses using entry scores, sex and age as independent variables were tested for their relative value in predicting subsequent academic performance in the 6-year course. The main outcome measures were assessed by weighted average mark for each academic year level; together with results in specific units, defined as either ‘knowledge’-based or ‘clinically’ based.Results: Previous academic performance and female sex were the major independent positive predictors of performance in the course. The interview score showed positive predictive power during the latter years of the course and in a range of ‘clinically’ based units. This relationship was mediated predominantly by the score for communication skills.Conclusions: Results support combining prior academic achievement with the assessment of communication skills in a structured interview as selection criteria into this undergraduate medical course.
Highlights
Methods of selection of students for entry to medical courses have changed in recent years to include components other than previous academic achievement (Mercer 2009)
We show that the academic score (TER) has the highest correlation with the Weighted Average Mark (WAM) in Years 1–3, whereas TER and female sex are approximately equal in magnitude in Years 4–6 ( p 5 0.001)
Selection into the undergraduate course at the medical school at University of Western Australia (UWA) is based on a composite entry score derived from prior academic performance, a structured selection interview and attributes and abilities determined by the Undergraduate Medicine and Health Sciences Admission Test (UMAT)
Summary
Methods of selection of students for entry to medical courses have changed in recent years to include components other than previous academic achievement (Mercer 2009). In Australia, the use of the three components: academic score, selection interview and the Undergraduate Medicine and Health Sciences Admission Test (UMAT), has been common among the undergraduate medical schools since the late 1990s. These three components are used in quite different ways in the selection processes of the various universities and each university has developed its own form of interview (Mercer 2009). The interview score showed positive predictive power during the latter years of the course and in a range of ‘clinically’ based units This relationship was mediated predominantly by the score for communication skills. Conclusions: Results support combining prior academic achievement with the assessment of communication skills in a structured interview as selection criteria into this undergraduate medical course
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