Non-academic Qualities Research Articles

Parental educational support to adolescents: Exploring the role of emotional capital in low-income single-mother families in South Africa

In this article I explore the emotional resources activated by single mothers to support their adolescent children’s educational journeys. Mothers’ emotional work is often regarded as something that mothers must do (Gillies, 2006). However, this view does not recognise the power and influence that mothers exert to create opportunities for educational success. By centring the mother as the head of her family and drawing on the concept of emotional capital as a legitimate and valuable resource within single-mother families, it becomes possible to show how mothers in a low socio-economic community invest in their children’s schooling. This article is based on a qualitative case study of single mother families from a South African community. The findings show that the single mothers maintained strong bonds with their children, which enhanced perceived support and contributed positively to their education. Maintaining open communication channels, demonstrating authoritative parenting, and communicating pride in non-academic qualities were significant emotional practices that served to maintain these strong bonds. By engaging in these practices, these single mothers from low-income contexts activated their emotions strategically to support their adolescent child’s education.

Nonscholastic Qualities and their Association with Internet Addiction among Medical Students

Abstract Background: For health professionals, medical students’ nonacademic skills are a major topic of concern. These traits, which include personality traits, social skills, and communication abilities, are necessary for a medical professional to perform well. On the other hand, concerns are starting to be raised as the rate of Internet addiction rises in popularity. Despite the fact that the Internet is a great resource for research, students frequently had serious academic issues. Furthermore, their personal qualities outside of school must be impacted. Objectives: The objective of the study was to assess the nonscholastic qualities of medical students, to assess the level of Internet addiction, and to establish an association between the nonscholastic qualities and Internet addiction among the students. Materials and Methods: A cross-sectional study was done on the undergraduate students of Kasturba Medical College, Mangalore. The questionnaire was prepared after an extensive review of the literature. Hence, the semi-structured questionnaire consists of three sections – Section I consists of a demographic study; Section II consists of nonscholastic qualities determinant questions; and Section III consists of questions focused on studying Internet addiction. The questionnaires used are standard questionnaires, and prior permission from the creators was taken. Results: In our survey, the majority of students (67.7%, 174/257) were determined to have strong nonacademic traits. Few (3.11%, 8/257) had poor nonacademic qualities, whereas 29.18% (7/257) had average nonacademic qualities. Only 7.00% (18/257) of students were found to have severe Internet addiction levels, whereas the bulk of students, 47.85% (123/257), had moderate levels. The remaining 116 kids had a similar distribution of moderate and normal Internet addiction. Conclusion: We can conclude that students should understand the harmful effect of Internet addiction and how it could affect them and focus more on developing their nonscholastic qualities to complement their professional careers in the future.

Teaching motivation, learning approaches, and academic success among prospective teachers in Catalonia (Spain)

ABSTRACT Recent approaches to initial teacher education programmes consider non-academic qualities when selecting prospective teachers. The motivation to become a teacher is crucial in the admission to, progression in, and graduation from initial teacher education programmes. Previous research has highlighted the association between motivational factors and educational outcomes but not the underlying mechanisms. This study aimed to identify how the motivation to enter the teaching profession influenced prospective teachers’ approaches to learning and their academic outcomes. We used the Factors Influencing Teaching-Choice, and Revised Approaches to Study Inventory scales with a sample of 217 first-year prospective teachers enrolled in initial teacher education programmes at a Catalan university (Spain). The findings indicated that social utility values, intrinsic career values, and social antecedent components were linked to deep and strategic approaches to learning, leading to a positive impact on prospective teachers’ academic success. Moreover, social antecedent components were linked to a surface approach to learning and negatively impacted prospective teachers’ academic outcomes. These results suggested that approaches to learning could be a pathway by which motivation to become a teacher affects academic outcomes. Practical implications are discussed in terms of pedagogical strategies that may help improve prospective teachers’ learning.

Nonacademic qualities as predictors of performance in an undergraduate healthcare program.

Nonacademic qualities such as time management, study skills, stress, and motivation have been linked to academic performance. The purpose of this study was to gain an understanding of this relationship to enable early remediation in a chiropractic training program. Questionnaire data were collected at the beginning of the academic year, end of semester 1, and end of semester 2. Questions were related to participants' time management, study skills, stress, and motivation. These were compared to summative assessment results. Semistructured interviews were conducted at the end of semester 1 and end of semester 2. Amount of time spent studying did not correlate significantly with assessment results. At the beginning of the year, 85.7% of students participated in extracurricular activities. This reduced throughout the year; students who stopped activities were significantly more successful in assessments. When stress at the beginning of the year was compared to end of semester 1, there was a significant increase (p = .012), with further significant increases from semester 1 to the end of semester 2 (p = .001). Students were very motivated at the beginning of the year, and this was maintained to the end of semester 1 (p = .257). However, at the end of semester 2, students became significantly less motivated (p = .007). End-of-year motivation correlated with poor student outcomes (p = .056). Time management, study skills, stress, and motivation influenced academic performance in this sample of students. This study supports the notion that student assistance is needed. Additional research into student assistance would be beneficial.

The ability of \u2018non-cognitive\u2019 traits to predict undergraduate performance in medical schools: a national linkage study

BackgroundIn addition to the evaluation of educational attainment and intellectual ability there has been interest in the potential to select medical school applicants on non-academic qualities. Consequently, a battery of self-report measures concerned with assessing ‘non-cognitive’ traits was piloted as part of the UK Clinical Aptitude Test (UKCAT) administration to evaluate their potential to be used in selection.MethodsThe four non-cognitive instruments piloted were: 1) the Libertarian-communitarian scale, (2) The NACE (narcissism, aloofness, confidence and empathy, (3) the MEARS (Managing emotions and resilience scale; self-esteem, optimism, control, self-discipline, emotional-nondefensiveness and faking, and (4) an abridged version of instruments (1) and (2) combined. Non-cognitive scores and sociodemographic characteristics were available for 14,387 applicants. A series of univariable and multivariable analyses were conducted in order to assess the ability of the non-cognitive scores to predict knowledge and skills-based performance, as well as the odds of passing each academic year at first attempt. Non-cognitive scores and medical performance were standardised within cohorts.ResultsThe scores on the non-cognitive scales showed only very small (magnitude of standardised betas< 0.2), though sometimes statistically significant (p < 0.01) univariable associations with subsequent performance on knowledge or skills-based assessments. The only statistically significant association between the non-cognitive scores and the probability of passing an academic year at first attempt was the narcissism score from one the abridged tests (OR 0.84,95% confidence intervals 0.71 to 0.97, p = 0.02).ConclusionsOur findings are consistent with previously published research. The tests had a very limited ability to predict undergraduate academic performance, though further research on identifying narcissism in medical students may be warranted. However, the validity of such self-report tools in high-stakes settings may be affected, making such instruments unlikely to add value within the selection process.

Predicting patterns of change and stability in student performance across a medical degree.

Evidence of predictive validity is essential for making robust selection decisions in high-stakes contexts such as medical student selection. Currently available evidence is limited to the prediction of academic performance at single points in time with little understanding of the factors that might undermine the predictive validity of tests of academic and non-academic qualities considered important for success. This study addressed these issues by predicting students' changing performance across a medical degree and assessing whether factors outside an institution's control (such as the uptake of commercial coaching) impact validity. Three cohorts of students (n = 301) enrolled in an undergraduate medical degree from 2007-2013 were used to identify trajectories of student academic performance using growth mixture modelling. Multinomial logistic regression assessed whether past academic performance, a test of cognitive ability and a multiple mini-interview could predict a student's likely trajectory and whether this predictive validity was different for those who undertook commercial coaching compared with those who didn't. Among the medical students who successfully graduated (n = 268), four unique trajectories of academic performance were identified. In three trajectories, performance changed at the time when learning became more self-directed and focused on clinical specialties. Scores on all selection tests, with the exception of a test of abstract reasoning, significantly affected the odds of following a trajectory that was consistently below average. However, selection tests could not distinguish those whose performance improved across time from those whose performance declined after an average start. Commercial coaching increased the odds of being among the below-average performers, but did not alter the predictive validity of the selection tests. Identifying distinct groups of students has important implications for selection, but also for educating medical students. Commercial coaching may result in selecting students who are less suited for coping with the rigours of medical studies.

Predicting success in medical school: a longitudinal study of common Australian student selection tools.

BackgroundMedical student selection and assessment share an underlying high stakes context with the need for valid and reliable tools. This study examined the predictive validity of three tools commonly used in Australia: previous academic performance (Grade Point Average (GPA)), cognitive aptitude (a national admissions test), and non-academic qualities of prospective medical students (interview).MethodsA four year retrospective cohort study was conducted at Flinders University Australia involving 382 graduate entry medical students first enrolled between 2006 and 2009. The main outcomes were academic and clinical performance measures and an indicator of unimpeded progress across the four years of the course.ResultsA combination of the selection criteria explained between 7.1 and 29.1 % of variance in performance depending on the outcome measure. Weighted GPA consistently predicted performance across all years of the course. The national admissions test was associated with performance in Years 1 and 2 (pre-clinical) and the interview with performance in Years 3 and 4 (clinical). Those students with higher GPAs were more likely to have unimpeded progress across the entire course (OR = 2.29, 95 % CI 1.57, 3.33).ConclusionsThe continued use of multiple selection criteria to graduate entry medical courses is supported, with GPA remaining the single most consistent predictor of performance across all years of the course. The national admissions test is more valuable in the pre-clinical years, and the interview in the clinical years. Future selections research should develop the fledgling research base regarding the predictive validity of the Graduate Australian Medical School Admissions Test (GAMSAT), the algorithms for how individual tools are combined in selection, and further explore the usefulness of the unimpeded progress index.

Ethically Related Decisions in Different Scenarios of Medical School Applicants for Graduate‐Entry Program

Assessment tools for non-academic qualities such as ethics frequently employ hypothetical scenarios to lay out a contextual framework underlying the corresponding criteria of assessment. Due to the context-specific nature of the assessment criteria, details of the scenarios become very important in obtaining accurate results. This study aims to explore how medical school applicants differ in ethical decision making depending on the types of ethical dilemma scenarios, and how they correlate with academic achievements after admission. In 2014, all 82 applicants invited for an admission interview for a graduate-entry program were asked to complete a questionnaire comprised of 13 hypothetical scenarios. There were three domains (unethical business decisions, unethical academic decisions, and sexual quid pro quos) and participants were made to choose between the profitable-but-unethical choice or the unprofitable-but-ethical choice, using a four-point Likert-type scale. On average, tendencies toward unethical decisions were lowest for sexual favors (1.34±0.46), and highest for gaining academic advantages (2.22±0.56). Unethical decisions for academic advantages and sexual benefits showed significant correlation respectively with the female gender and those who graduated from overseas universities. In addition, the propensity for choosing unethical academic decisions was significantly correlated with high academic achievements in medical school (r=0.396). Not only does this study demonstrate that different levels of ethical decision making depend on the scenarios, but also those differences may be a determinant factor in subsequent academic performances in medical school. In conclusion, given the possible influence of the details of the hypothetical scenarios to the applicant’s responses, careful consideration must be given during their development.

Common scenarios for MMI stations

What to expect and how to approach stations Multiple mini interviews (MMI) are designed to assess the non-academic qualities of medical school applicants. The type of interview stations a university picks will reflect the characteristics they are looking for in prospective students. While there is some variation across the United Kingdom, MMIs are likely to cover core themes. Some overarching qualities you should show at all interviews are a commitment to a career in medicine, professionalism, integrity, strong communication skills, and the ability to work in a team. Listed below are some examples of scenarios that you could face in your MMI. A good way to practise is to work in groups of two or three and take it in turns being the interviewee, the examiner, and the actor. It is important to remember there is often no right or wrong answer in the MMI and that you are being assessed on your approach and attitude towards a situation. You should view an MMI as an assessment of your thought processes rather than having to arrive at a correct answer. #### Scenario 1—ethical scenario ##### Information sheet for candidate For a station like this, you could be given a list of patients who are waiting for a liver transplant. Two livers have just become available, and you are asked to rank the patients in order of who you believe is most entitled to the available organs. While you do so, you should discuss with the examiner your reasons for choosing this order as well as stating what additional information may be useful to know before you make a decision. The patient details available to you are included below. ###### Patients

The Effect of Blinded Versus Nonblinded Interviews in the Resident Selection Process

To evaluate whether resident applicants' academic performance biases the assessment of nonacademic qualities. In this prospective, descriptive study, 2 blinded (personal statement only) and 1 nonblinded (application) 30-minute interviews were compared for candidates ranking into Top 10, Upper Third, Middle Thirds, Lower Third, and Do Not Rank classes. A total of 234 candidates were interviewed from 2005 to 2007. The association between blinded interviewers for the categories was 87%, 63%, 68%, 73%, and 90% (P = .0000), respectively. Comparing blinded to nonblinded interviewers showed an association of 75% (63%), 71% (86%), 68% (58%), 66% (79%), and 72.7% (82%) (P = .0000), respectively. A strong degree of agreement (Cohen κ, 0.75) for the 2 ranking scores resulted in 90% agreement for Top 10 and Upper Third and 85% for Middle Third and Lower Third categories. No correlation was found between United States Medical Licensing Examination scores and final ranking; moderate agreement was found between ranking and deans' letters (Cohen κ, 0.59, P = .0000). Candidate rankings on nonacademic attributes were not affected by interview type.

RASCH RATING SCALE MODELING OF DATA FROM THE STANDARDIZED LETTER OF RECOMMENDATION

The Standardized Letter of Recommendation (SLR), a 28-item form, was created by ETS to supplement the qualitative rating of graduate school applicants' nonacademic qualities with a quantitative approach. The purpose of this study was to evaluate the following psychometric properties of the SLR using the Rasch rating-scale model: dimensionality, reliability, item quality, and rating category effectiveness. Principal component and factor analyses were also conducted to examine the dimensionality of the SLR. Results revealed (a) two secondary factors underlay the data, along with a strong higher order factor, (b) item and person separation reliabilities were high, (c) noncognitive items tended to elicit higher endorsements than did cognitive items, and (d) a 5-point Likert scale functioned effectively. The psychometric properties of the SLR support the use of a composite score when reporting SLR scores and the utility of the SLR in higher education and in admissions.

Recruiting and selecting generalist-oriented students at New York Medical College

This paper describes the strategies developed for student recruitment and selection at New York Medical College (NYMC), a private medical school with a consortium of 22 teaching hospitals, to meet its goal of 50% of graduating medical students entering generalist careers. With funding from The Robert Wood Johnson Foundation Generalist Physician Initiative, NYMC developed strategies to attract applicants interested in primary care and to select primary care applicants for matriculation. These strategies included use of recruiting newsletters to describe the primary care curriculum, on-campus open houses for undergraduates, visits to regional undergraduate schools by generalist faculty, changes in the admission committee to include more generalists, and changes in the interview format to stress nonacademic qualities in applicants. The authors present data from the Association of American Medical Colleges (AAMC) Pre-Medical Student Questionnaire and from the AAMC Medical School Matriculation Questionnaire that indicate NYMC achieved its objectives. They warn, however, that it is unclear whether these changes occurred solely as a result of NYMC's strategies, as a result of market forces driving career choices, or as a result of some combination of these factors.

Recruiting and selecting generalist-oriented students at New York Medical College.

This paper describes the strategies developed for student recruitment and selection at New York Medical College (NYMC), a private medical school with a consortium of 22 teaching hospitals, to meet its goal of 50% of graduating medical students entering generalist careers. With funding from The Robert Wood Johnson Foundation Generalist Physician Initiative, NYMC developed strategies to attract applicants interested in primary care and to select primary care applicants for matriculation. These strategies included use of recruiting newsletters to describe the primary care curriculum, on-campus open houses for undergraduates, visits to regional undergraduate schools by generalist faculty, changes in the admission committee to include more generalists, and changes in the interview format to stress nonacademic qualities in applicants. The authors present data from the Association of American Medical Colleges (AAMC) Pre-Medical Student Questionnaire and from the AAMC Medical School Matriculation Questionnaire that indicate NYMC achieved its objectives. They warn, however, that it is unclear whether these changes occurred solely as a result of NYMC's strategies, as a result of market forces driving career choices, or as a result of some combination of these factors.