The Academic Performance of Scholarship Students during Medical School

Glaucia De-Oliveira Moreira,Silvia Passeri,Paulo Eduardo Neves Ferreira Velho,Simone Appenzeller,Eliana Amaral,Flavio Ferraresi

doi:10.1590/1981-52712015v43n3rb20180180

Abstract

ABSTRACT The inclusion, adherence and success of low-income undergraduates are important goals in Brazilian higher education, as well as in other parts of the world, especially in busy and full-time courses such as medicine. This paper analyzes the performance of undergraduate medical students by comparing two groups: those who applied for and received a scholarship during the academic years (scholarship holders) and the others (without scholarship). We analyzed data from 417 medical students who graduated between 2010 and 2013, corresponding to four years of a retrospective cohort at a free public university in Brazil. Statistical analysis was performed using Fisher’s exact test, Student’s t test, Mann-Whitney test, and linear regression to compare the scores of these groups in the sixth and twelfth semesters (middle and final semesters) and in the admission exam for medical residency programs, consisting of: total score, multiple choice test for knowledge assessment, simulated structured clinical assessment, interview and written questions. The independent variable was to receive a scholarship, while the control variables were age, socioeconomic strata, extra gratuities for high school in public institution and self-declaration of race, score in the vestibular entry exam (general and in each area assessed) and parents’ level of education. A total of 243 students (58.2%) received a scholarship, most of them as a scientific initiation grant (217 or 89.3%), while 10.7% received social assistance, the average income per capita was about 16% lower among students who received a scholarship (p = 0.01) compared to those who did not. Scholarship recipients achieved better academic performance in the sixth (p<0.01) and in the twelfth (p<0.01) semester, but not in admission to medical residency programs. Good performance was independent of age, race, receipt of bonuses for admission to medical school, and educational background of their parents. Therefore, we conclude that receiving a scholarship at the undergraduate level was associated tobetter student performance during the undergraduate medical course. It is important to emphasize the importance of reinforcing similar programs, especially to help support students who are most vulnerable socioeconomically.

Highlights

In Brazil, students that begin higher education at universities come directly from high school through a very competitive process, based mainly on assessment ofknowledge
We aim to evaluate the performance of students with the scholarship during the six-year course of medical school and during the posterior selection process for REVISTA BRASILEIRA DE EDUCAÇÃO MÉDICA
Per capita income was calculated in monthly minimum wages divided by the number of people depending on the household income, calculating for minimum wages of 115.3 dollars in 2005, 159 dollars in 2006, 190 dollars in 2007 and 197 dollars in 2008.The parents’ level of education was classified as fundamental school for the first 9 years, followed by 3 years corresponding to high school, both grouped as basic education, in accordance with the National Curricular Guidelines for Basic Education, and the 2014 National Education Plan

Summary

Introduction

In Brazil, students that begin higher education at universities come directly from high school through a very competitive process, based mainly on assessment ofknowledge. This process has generated disadvantages for students from secondary public schools coming mainly from lower socioeconomic strata. Previous studies have shown conflicting results regarding the performance of students who receive scholarships. Some studies have shown that students receiving a scholarship showed a more supportive attitude to colleagues outside the classroom, participated more in community service activities, engaged in more extracurricular activities[6], and tended to persist in the academic career, seeking master’s and doctorate degrees[9]

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