Abstract
BackgroundPredictive validity studies for selection criteria into graduate entry courses in Australia have been inconsistent in their outcomes. One of the reasons for this inconsistency may have been failure to have adequately considered background disciplines of the graduates as well as other potential confounding socio-demographic variables that may influence academic performance.MethodsGraduate entrants into the MBBS at The University of Western Australia between 2005 and 2012 were studied (N = 421). They undertook a 6-month bridging course, before joining the undergraduate-entry students for Years 3 through 6 of the medical course. Students were selected using their undergraduate Grade Point Average (GPA), Graduate Australian Medical School Admissions Test scores (GAMSAT) and a score from a standardised interview. Students could apply from any background discipline and could also be selected through an alternative rural entry pathway again utilising these 3 entry scores. Entry scores, together with age, gender, discipline background, rural entry status and a socioeconomic indicator were entered into linear regression models to determine the relative influence of each predictor on subsequent academic performance in the course.ResultsBackground discipline, age, gender and selection through the rural pathway were variously related to each of the 3 entry criteria. Their subsequent inclusion in linear regression models identified GPA at entry, being from a health/allied health background and total GAMSAT score as consistent independent predictors of stronger academic performance as measured by the weighted average mark for the core units completed throughout the course. The Interview score only weakly predicted performance later in the course and mainly in clinically-based units. The association of total GAMSAT score with academic performance was predominantly dictated by the score in GAMSAT Section 3 (Reasoning in the biological and physical sciences) with Section 1 (Reasoning in the humanities and social sciences) and Section 2 (Written communication) also contributing either later or early in the course respectively. Being from a more disadvantaged socioeconomic background predicted weaker academic performance early in the course. Being an older student at entry or from a humanities background also predicted weaker academic performance.ConclusionsThis study confirms that both GPA at entry and the GAMSAT score together predict outcomes not only in the early stages of a graduate-entry medical programme but throughout the course. It also indicates that a comprehensive evaluation of the predictive validity of GAMSAT scores, interview scores and undergraduate academic performance as valid selection processes for graduate entry into medical school needs to simultaneously consider the potential confounding influence of graduate discipline background and other socio-demographic factors on both the initial selection parameters themselves as well as subsequent academic performance.
Highlights
Predictive validity studies for selection criteria into graduate entry courses in Australia have been inconsistent in their outcomes
At present all students applying to enter a graduate entry medical course in Australia must sit the Graduate Australian Medical Schools Admissions Test (GAMSAT), a cognitive aptitude test consisting of three sections: Section 1 -Reasoning in the humanities and social sciences, Section 2 - Written communication and Section 3 - Reasoning in the biological and physical sciences
In addition we have recently reported that better performance by candidates in the Undergraduate Medicine and Health Sciences Admission Test (UMAT), widely used for medical school admission in Australia and New Zealand, is clearly linked to an increase in socio-economic advantage and reduced disadvantage [10]
Summary
Predictive validity studies for selection criteria into graduate entry courses in Australia have been inconsistent in their outcomes. Medical schools use some or all of three entry criteria (GPA, GAMSAT score and interview score) in a variety of ways to make their final selection of students. University of Western Australia (UWA), the MBBS for school-leaver entry is currently a six-year course integrating biomedical science and clinical teaching. The new programme, known as the Graduate Entry Medical Program (GEMP), consisted of a 6-month bridging course followed by Levels 3 to 6 of the undergraduate course. Candidates are selected for interview using their GPA and overall GAMSAT score, combined with equal weight. The aim of the study was to determine the relationship between the students’ entry scores, demographic characteristics and background discipline with subsequent performance in the course. Outcome measures Weighted Average Mark (WAM) of all core units completed
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