Abstract
BackgroundBasic courses in most medical schools assess students' performance by conferring scores. The objective of this work is to use a large score databank for the early identification of students with low performance and to identify course trends based on the mean of students' grades.Methodology/Principal FindingsWe studied scores from 2,398 medical students registered in courses over a period of 10 years. Students in the first semester were grouped into those whose ratings remained in the lower quartile in two or more courses (low-performance) and students who had up to one course in the lower quartile (high-performance). ROC curves were built, aimed at the identification of a cut-off average score in the first semesters that would be able to predict low performances in future semesters. Moreover, to follow the long-term pattern of each course, the mean of all scores conferred in a semester was compared to the overall course mean obtained by averaging 10 years of data. Individuals in the low-performance group had a higher risk of being in the lower quartile of at least one course in the second semester (relative risk 3.907; 95% CI: 3.378–4.519) and in the eighth semester (relative risk 2.873; 95% CI: 2.495–3.308). The prediction analysis revealed that an average score of 7.188 in the first semester could identify students that presented scores below the lower quartiles in both the second and eighth semesters (p<0.0001 for both AUC). When scores conferred by single courses were compared over time, three time-trend patterns emerged: low variation, upward trend and erratic pattern.Conclusion/SignificanceAn early identification of students with low performance may be useful in promoting pedagogical strategies for these individuals. Evaluation of the time trend of scores conferred by courses may help departments monitoring changes in personnel and methodology that may affect a student's performance.
Highlights
Medical schools are responsible for preparing undergraduate students to become professionals
The association between performance in medical courses at school and professional performance is controversial [2], a relationship has been found between the scores of medical students in basic medical science courses taken in the first year of medical school and the subsequent performance of these students during and beyond medical school [3]
In this report we present an observational, retrospective study from 1994 to 2003 of all students regularly registered in the mandatory courses of the curriculum of the School of Medicine, Federal University of Bahia (UFBA), which is a very traditional Brazilian medical school that registers 80 new medical students per semester
Summary
Medical schools are responsible for preparing undergraduate students to become professionals In this context, a powerful connection between teaching and learning is essential for an adequate education. Many medical students commonly present learning difficulties and need some pedagogical intervention to improve their performance. Identifying these students at early stages of their medical studies may invite extra attention or necessary efforts to improve their performance. Basic courses in most medical schools assess students’ performance by conferring scores. The objective of this work is to use a large score databank for the early identification of students with low performance and to identify course trends based on the mean of students’ grades
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