Identifying a parsimonious model for predicting academic achievement in undergraduate medical education: a confirmatory factor analysis

Objectives: This study was conducted to adduce evidence of validity for admissions tests and processes and for identifying a parsimonious model that predicts students' academic achievement in Medical College

Methods: Psychometric study done on admission data and assessment scores for five years of medical studies at Aga Khan University Medical College, Pakistan using confirmatory factor analysis [CFA] and structured equation modeling [SEM]. Sample included 276 medical students admitted in 2003, 2004 and 2005

Results: The SEM supported the existence of covariance between verbal reasoning, science and clinical knowledge for predicting achievement in medical school employing Maximum Likelihood [ML] estimations [n=112]. Fit indices: X[2] [21] = 59.70, p =<.0001; CFK873; RMSEA= 0.129; SRMR = 0.093

Conclusions: This study shows that in addition to biology and chemistry which have been traditionally used as major criteria for admission to medical colleges in Pakistan; mathematics has proven to be a better predictor for higher achievements in medical college

Knowledge of integrated management of neonatal and child illness [IMNCI] in final year medical students

To assess and compare the knowledge regarding Integrated Management of Neonatal and Child Illness [IMNCI] in final year medical students of two private and two public sector universities in Karachi, Pakistan. A cross-sectional Knowledge, Attitude and Practice [KAP] study was conducted in four different medical universities of Karachi using a self administered questionnaire, comprising of 20 questions. The sample size of 240 was selected, out of which 184 students responded positively. The mean age of students was M=22.9 [S.D= 0.88]. Basic knowledge was defined as students answering at least half of the questions correctly whereas partial knowledge was defined as students who could answer at least one option correctly. The Data was analyzed using SPSS 17. The study was commenced in July 2011 and completed by September 2012. Out of the respondents, 80.4% of the students had basic knowledge [being able to answer 50% or more of the questions correctly] of IMNCI. Of both the sectors, basic content knowledge was more in the public sector universities as compared to private sector universities. The hypothesis that more than 50 percent of the students will have basic knowledge of IMNCI was proven to be correct. It was shown that students of the public sector universities had relatively more knowledge; however more students have partial knowledge then complete knowledge. Although basic knowledge was found to be more in the students of public sector institutes, knowledge of IMNCI practice was correct in more students in the two private universities