Abstract
BackgroundDespite the highly selective admission processes utilised by medical schools, a significant cohort of medical students still face academic difficulties and are at a higher risk of delayed graduation or outright dismissal.MethodsThis study used survival analysis to identify the non-academic and academic risk factors (and their relative risks) associated with academic difficulty at a regionally located medical school. Retrospective non-academic and academic entry data for all medical students who were enrolled at the time of the study (2009–2014) were collated and analysed. Non-academic variables included age at commencement of studies, gender, Indigenous status, origin, first in family to go to University (FIF), non-English speaking background (NESB), socio-economic status (SES) and rurality expressed as Australian Standard Geographical Classification-Remoteness Area (ASGC-RA). Academic variables included tertiary entrance exam score expressed as overall position (OP) and interview score. In addition, post-entry mid- and end-of-year summative assessment data in the first and second years of study were collated.ResultsThe results of the survival analysis indicated that FIF, Indigenous and very remote backgrounds, as well as low post-entry Year 1 (final) and Year 2 (mid-year and final) examination scores were strong risk factors associated with academic difficulty. A high proportion of the FIF students who experienced academic difficulty eventually failed and exited the medical program. Further exploratory research will be required to identify the specific needs of this group of students in order to develop appropriate and targeted academic support programs for them.ConclusionsThis study has highlighted the need for medical schools to be proactive in establishing support interventions/strategies earlier rather than later, for students experiencing academic difficulty because, the earlier such students can be flagged, the more likely they are able to obtain positive academic outcomes.
Highlights
Despite the highly selective admission processes utilised by medical schools, a significant cohort of medical students still face academic difficulties and are at a higher risk of delayed graduation or outright dismissal
These variables are age at commencement of studies, gender, Indigenous status, origin, first in family to go to University (FIF), non-English speaking background (NESB), socio-economic status (SES) and rurality status which is expressed as Australian Standard Geographical Classification-Remoteness Areas (ASGC-RA)
The student profile showed that 12.7% were international; 26% were First in family to attend university (FIF); 2.5% were Indigenous; 42% were males; 19.8% were from non-English speaking backgrounds; 22.9%, 61.5% and 15.6% were from low, medium and high socio-economic backgrounds respectively; while 59.5% were from outer regional (56%) and remote (3.5%) areas (Table 1)
Summary
Despite the highly selective admission processes utilised by medical schools, a significant cohort of medical students still face academic difficulties and are at a higher risk of delayed graduation or outright dismissal. The major mandate was to produce medical graduates with outstanding attributes and competencies relevant to the health of Indigenous (First Nation) Australian communities - rural, remote and tropical medicine [5] This core mandate resulted in the design of a selection process that reflects this strategic vision and appreciates the importance of attributes such as values and personal characteristics other than academic ability alone; with about 50% of new students from rural areas yearly [6, 7]. This selection method has widened access to the medical degree program for a diverse group of applicants, who
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