Sociodemographic and academic characteristics of the admission profile of students, faculty of dentistry, University of Costa Rica 2007-2014 / Características sociodemográficas y académicas del perfil de ingreso de estudiantes de la Facultad de Odontología de la Universidad de Costa Rica 2007-2014

The objective of this research was to determine some of the sociodemographic and academic characteristics of the students who entered the Dentistry career in the period 2007 to 2014. Data was collected from 673 student files. The variables considered were sex, admission age, marital status, children, nationality, place of origin, high school of origin, and admission exam score. The data was obtained from the database of the Student Applications System, the physical files, and the Supreme Electoral Tribunal of Costa Rica. Descriptive statistics were performed, establishing the absolute and relative frequency of the variables. The Mann-Whitney test was used to determine if there were statistically significant differences between the admission exam and the established sociodemographic variables (p<0,05, IC 95%). 68,4% of the students are female. The average age was 18.4 years (SD=2,41). 99,0% of the students are from Costa Rica. 99,3% were single and only 0,9% had children. The largest number of students entered through an admission exam (78.9%) and 50.7% studied at a public high school. Regarding the address, 77.9% of the subjects resided in the Greater Metropolitan Area. The average grade of the admission exam was 613,8 (SD=49,95). There was a statistically significant difference between the entrance exam grade and the different types of high schools of origin. The group of students who entered to train as Dentists at the University of Costa Rica from 2007 to 2014 was a population with an average age of entry of 18,4 years, Costa Rican, predominantly female, single, without children, from geographic areas within the Greater Metropolitan Area (GMA), graduated from public schools with an average admission exam grade of 612,2.

El objetivo de esta investigación fue determinar algunas de las características sociodemográficas y académicas de los estudiantes que ingresaron a la carrera de Odontología en el período 2007 al 2014. Se recopilaron los datos de 673 expedientes de los estudiantes. Las variables consideradas fueron: sexo, edad de ingreso, estado civil, hijos, nacionalidad, lugar de procedencia, colegio de procedencia y nota de examen de admisión. Los datos se obtuvieron de la base de datos del Sistema de Aplicaciones Estudiantiles (SAE), los expedientes físicos y del Tribunal Supremo de Elecciones de Costa Rica. Se realizó estadística descriptiva estableciendo la frecuencia absoluta y relativa de las variables. Se empleó el test de Mann Whitney para determinar si existían diferencias estadísticamente significativas entre el examen de admisión y las variables sociodemográficas establecidas (p<0,05, IC 95%). El 68,4% de los estudiantes pertenecen al sexo femenino. La edad promedio fue de 18,4 años (DS=2,41). El 99,0% de los discentes son de nacionalidad costarricense. El 99,3% eran solteros y sólo el 0,9% tenían hijos. La mayor cantidad de estudiantes ingresaron por examen de admisión (78,9%) y el 50,7% cursó sus estudios en un colegio público. Respecto al domicilio, el 77,9% de los sujetos residían en el Gran Área Metropolitana. El promedio de nota del examen de admisión fue de 613,8 (DS=49,95). Hubo una diferencia estadísticamente significativa entre la nota del examen de admisión y los diferentes tipos de colegios de procedencia. El grupo de estudiantes que ingresaron a formarse como Odontólogos en la Universidad de Costa Rica en el periodo de 2007 al 2014 fue una población con un promedio una edad de ingreso de 18,4 años predominantemente femenina, costarricense, soltera, sin hijos, proveniente de áreas geográficas dentro del Gran Área Metropolitana (GAM), egresadas de colegios públicos con un promedio de nota de examen de admisión de 612,2.

Características del ingreso y resultados académicos en estudiantes de primer año de Medicina / Characteristics of admission and academic results in first-year medical students

RESUMEN Fundamento: la identificación de factores que influyen en el rendimiento académico de los estudiantes constituye un pilar importante para el perfeccionamiento del proceso enseñanza aprendizaje. Objetivo: analizar el desempeño académico de los estudiantes previo a su ingreso en la educación superior y en su primer año de estudios. Métodos: se realizó un estudio transversal descriptivo con estudiantes que matricularon como nuevo ingreso en el primer año de Medicina, durante los cursos escolares 2017-2018 y 2018-2019. Las variables principales empleadas fueron el género, los resultados de exámenes de ingreso, índice académico y de escalafón. A partir de las calificaciones en las asignaturas de las ciencias básicas biomédicas se realizó la clasificación en rendimiento académico alto, medio, bajo y deficiente. Se realizó un análisis descriptivo y de asociación entre las variables del estudio. Resultados: se constató que tanto en hembras como en varones el número de estudiantes con rendimiento académico en ciencias básicas es bajo, con índice académico menor de 90; los que desaprobaron duplican o triplican el número de los aprobados. Se observó correlación positiva entre el índice de escalafón y la nota promedio de ciencias básicas al final del primer año de la carrera. Conclusiones: en los estudiantes de primer año de Medicina se reconoció un bajo nivel académico en las ciencias básicas, en el que influyeron los resultados de la enseñanza precedente.

ABSTRACT Background: the identification of factors that influence the academic performance of students constitutes an important pillar for the improvement of the teaching-learning process. Objective: to analyze the academic performance of students prior to entering higher education and in their first year of studies. Methods: a descriptive cross-sectional study was carried out with students who enrolled as a new student in the first year of Medicine, during the 2017-2018 and 2018-2019 school years. The main variables used were gender, entrance exam results, academic index and ranking. Based on the grades in the subjects of basic biomedical sciences, the classification was made into high, average, low and poor academic performance. A descriptive and association analysis was performed among the study variables. Results: it was found that in both males and females the number of students with academic performance in basic sciences is low, with an academic index of less than 90; those who flunked double or triple the number of those who passed. A positive correlation was observed between the ranking index and the average grade in basic sciences at the end of the first year of the degree. Conclusions: in the first-year medical students, a low academic level was recognized in the basic sciences, which was influenced by the results of the previous teaching.

Preadmission predictors of graduation success from a physical therapy education program in the United States / 보건의료교육평가

PURPOSE: The field of physical therapy education is seeking an evidence-based approach for admitting qualified applicants, as previous research has assessed various outcomes, impeding practical application. This study was conducted to identify preadmission criteria predictive of graduation success. METHODS: Data from the 2013–2016 graduating cohorts (n=149) were collected. Predictors included verbal Graduate Record Examination rank percentile (VGRE%), quantitative GRE rank percentile, analytical GRE rank percentile, the admissions interview, precumulative science grade point average (SGPA), precumulative grade point average (UGPA), and a reflective essay. The National Physical Therapy Examination (NPTE) and grade point average at the time of graduation (GGPA) were used as measures of graduation success. Two separate mixed-effects models determined the associations of preadmission predictors with NPTE performance and GGPA. RESULTS: The NPTE model fit comparison showed significant results (degrees of freedom [df]=10, P=0.001), decreasing within-cohort variance by 59.5%. NPTE performance was associated with GGPA (β=125.21, P=0.001), and VGRE%, the interview, the essay, and GGPA (P≤0.001) impacted the model fit. The GGPA model fit comparison did not show significant results (df=8, P=0.56), decreasing within-cohort variance by 16.4%. The GGPA was associated with the interview (β=0.02, P=0.04) and UGPA (β=0.25, P=0.04), and VGRE%, the interview, UGPA, and the essay (P≤0.02) impacted model fit. CONCLUSION: In our findings, GGPA predicted NPTE performance, and the interview and UGPA predicted GGPA. Unlike past evidence, SGPA showed no predictive power. The essay and VGRE% warrant attention because of their influence on model fit. We recommend that admissions ranking matrices place a greater weight on the interview, UGPA, VGRE%, and the essay.

Perfil de ingreso de los estudiantes de la Licenciatura en Enfermería en una Institución de Educación Superior / Entry profile of students of the Nursing Degree in a Higher Education Institution

Resumen

Introducción: en la medida en que el sistema de educación superior logre tener mayor información sobre el perfil de los estudiantes, autoridades y profesores estarán en mejores condiciones de cumplir con los objetivos esenciales de la educación.

Objetivo: describir y analizar las características de los estudiantes que ingresan a la Licenciatura en Enfermería en una institución de educación superior.

Metodología: estudio transversal analítico, con 469 alumnos de dos generaciones, previo consentimiento informado se aplicó un cuestionario sobre las características personales, familiares, socioeconómicas y escolares. El análisis fue con el programa estadístico SPSS versión 21, Chi cuadrada y t de student.

Resultados: se encontró asociación entre el sentirse a gusto con la Licenciatura en Enfermería y la elección de la carrera p = 0.000; así como con el deseo de cambiarse de carrera p = 0.000 y con el deseo de estudiar un posgrado en Enfermería p = 0.014. No existe relación entre el promedio del bachillerato y el sexo de los alumnos p = 0.108, con el deseo del alumno para realizar estudios de posgrado p = 0.032, con el espacio para el estudio en casa p = 0.064, ni con el acceso a Internet p = 0.822.

Conclusiones: los factores que facilitan u obstaculizan al estudiante en su tránsito por la licenciatura son: el promedio de bachillerato, las horas de estudio y el gusto por la carrera; así como: el nivel socioeconómico bajo y el grado académico y ocupación de los padres.

Abstract

Introduction: To the extent that the higher education system achieves greater information on the profile of students, authorities and teachers will be better able to meet the essential objectives of education.

Objective: Describe and analyze the characteristics of the students that enter the Nursing Degree in a Higher Education Institution.

Methods: Cross-sectional analytical study, with 469 students from two generations, with prior informed consent, a questionnaire was applied on personal, family, socioeconomic and school characteristics. The analysis was with the SPSS version 21, Chi squared test and Student t test.

Results: An association was found between feeling comfortable with the nursing degree and the choice of career p = 0.000; as well as, with the desire to change career p = 0.000 and with the desire to study a postgraduate nursing degree p = 0.014. There is no relationship between the average of the baccalaureate and the sex of the students p = 0.108; with the desire of the student to carry out postgraduate studies p = 0.032; with the space for home study p = 0.064; and with the Internet access p = 0.822.

Conclusions: The factors that facilitate or hinder the student in their transition through the bachelor's degree are: the high school average, the hours of study and the taste for the career; as well as, the low socioeconomic level and the academic degree and occupation of the parents.

Comparison of competency level of medical, non-medical students and its relevance for admission policy / 한국의학교육

PURPOSE: This study aims to analyze the competency of medical students and its relevance for admission policy in medical schools. METHODS: This study examined the competency of 63 medical students from the 6-year program (group A) and 41 medical students from the 4-year program (group B) at Yonsei University using the Korea Collegiate Essential Skills Assessment (KCESA). The competency of groups A and B were compared to the corresponding competency levels of non-medical students (groups C and D). Group C is freshmen and D is senior students in universities. The KCESA is computer-based ability test composed of 228 items. The competency of participants were calculated on a T-scores (mean=50, standard deviation=10) based on KCESA norm-references. We conducted independent t-test for group comparisons of competency levels. RESULTS: There are no differences in competency levels between groups A and B. Compared with the non-medical students (group B), the medical students showed a significantly stronger ability to use resources, information-technology and higher-order thinking. In the comparison between groups B and D, medical students showed lower levels of self-management, interpersonal, and cooperative skills. CONCLUSION: The cognitive ability serves as an important indicator for the decision on admission to a basic medical education program. The efforts should be made to foster the competency that medical students have been found to lack, such as self-management, interpersonal, and cooperative skills. The admission committee should assess the cognitive and non-cognitive competency of applicants in a balanced manner.

A novel tool for evaluating non-cognitive traits of doctor of physical therapy learners in the United States / 보건의료교육평가

PURPOSE: The primary aim of this study was to develop a survey addressing an individual's non-cognitive traits, such as emotional intelligence, interpersonal skills, social intelligence, psychological flexibility, and grit. Such a tool would provide beneficial information for the continued development of admissions standards and would help better capture the full breadth of experience and capabilities of applicants applying to doctor of physical therapy (DPT) programs. METHODS: This was a cross-sectional survey study involving learners in DPT programs at 3 academic institutions in the United States. A survey was developed based on established non-proprietary, non-cognitive measures affiliated with success and resilience. The survey was assessed for face validity, and exploratory factor analysis (EFA) was used to identify subgroups of factors based on responses to the items. RESULTS: A total of 298 participants (90.3%) completed all elements of the survey. EFA yielded 39 items for dimensional assessment with regression coefficients <0.4. Within the 39 items, 3 latent constructs were identified: adaptability (16 items), intuitiveness (12 items), and engagement (11 items). CONCLUSION: This preliminary non-cognitive assessment survey will be able to play a valuable role in DPT admissions decisions following further examination and refinement.

The utility of multiple mini-interviews: experience of a medical school / 한국의학교육

PURPOSE: This paper aims to introduce the design of multiple mini-interviews (MMIs) as a tool to assess medical school applicants' attributes in alignment with the school's educational goals and to evaluate its utility. METHODS: In this MMI, candidates rotated through six stations (10 minutes per station), in which specific interview topics were drawn by mapping the school's educational goals with the core competencies for entering medical students. We conducted post-MMI surveys of all of the interviewers and candidates to investigate their experiences of MMIs. The G-coefficient and interclass correlation were analyzed to investigate the reliability of this test. Additionally, the candidates' MMI scores were compared across different backgrounds and a univariate analysis was used to estimate correlations between their MMI scores and prior academic achievements. RESULTS: A total of 164 candidates (a 98.8% response rate) and 19 interviewers (a 100% response rate) completed the surveys in the years 2014 and 2015. Both candidates and assessors showed positive responses to MMIs. The G-coefficient of MMI scores was 0.88 and the interclass correlation coefficients ranged from 0.58 to 0.75. The participants' total MMI scores did not differ across genders or undergraduate backgrounds and were not associated with age, undergraduate graduate point averages, nor the Korean medical school admission test (Medical Education Eligibility Test) scores. CONCLUSION: Our study illustrates the utility of MMIs that utilize the institution's educational goals to identify attributes to be pursued in the admission interviews in alignment with the institution's core values. Future research is warranted of the predictive validity of this MMI.

Does emotional intelligence influence success during medical school admissions and program matriculation?: a systematic review / 보건의료교육평가

PURPOSE: It aimed at determining whether emotional intelligence is a predictor for success in a medical school program and whether the emotional intelligence construct correlated with other markers for admission into medical school. METHODS: Three databases (PubMed, CINAHL, and ERIC) were searched up to and including July 2016, using relevant terms. Studies written in English were selected if they included emotional intelligence as a predictor for success in medical school, markers of success such as examination scores and grade point average and association with success defined through traditional medical school admission criteria and failures, and details about the sample. Data extraction included the study authors and year, population description, emotional intelligence I tool, outcome variables, and results. Associations between emotional intelligence scores and reported data were extracted and recorded. RESULTS: Six manuscripts were included. Overall, study quality was high. Four of the manuscripts examined emotional intelligence as a predictor for success while in medical school. Three of these four studies supported a weak positive relationship between emotional intelligence scores and success during matriculation. Two of manuscripts examined the relationship of emotional intelligence to medical school admissions. There were no significant relevant correlations between emotional intelligence and medical school admission selection. CONCLUSION: Emotional intelligence was correlated with some, but not all, measures of success during medical school matriculation and none of the measures associated with medical school admissions. Variability in success measures across studies likely explains the variable findings.

Repensando la selección de la carrera de Medicina desde los factores que inciden en la formación / Rethinking the selection of medical students, considering non-cognitive skills

In Chile the only requirement to study medicine is to obtain an academic achievement score over a certain cutoff value. However, the literature states that this type of selection is insufficient, since the medical profession requires cognitive and non-cognitive skills. These abilities are associated with better adaptation and academic success, as well as less dropping out. Therefore, those skills should be considered in the selection process to assure that the education goals are met. The aim of this study was to review the existing literature regarding the selection and evaluation criteria for students who are applying to medical schools. It was evident that Chilean medical schools need to establish appropriate criteria to ensure a more inclusive and fair admission. They need to design a system of admission with solid evidence of validity and reliability, complementary to the current form of student selection. This system should be considered common to all schools of medicine and, in turn, consider the sensibilities of the particular mission of each school, since academic, cognitive, inter- and intrapersonal aspects may vary among them.

Inteligencia emocional y rendimiento académico en estudiantes universitarios / Emotional intelligence and academic performance in undergraduate students

El estudio tuvo como objetivo describir la inteligencia emocional y determinar su relación con el rendimiento académico en estudiantes universitarios. Participaron 263 estudiantes, a quienes se les aplicaron diversos instrumentos, entre ellos el cuestionario EQ-i de BarOn para medir la inteligencia emocional. Se encontró un cociente de inteligencia emocional promedio de 46,51, sin diferencias según género, pero sí para cada programa: 62,9 para Economía; 55,69 en Medicina; 54,28 en Psicología y 36,58 para Derecho. Se encontró correlación entre el valor de IE y nota promedio hasta el momento (p = .019), mayor para Medicina (p = .001), seguido de Psicología (p = .066); no se encontró relación en los otros programas. Se presenta un modelo de dependencia cúbica entre coeficiente de inteligencia emocional y rendimiento académico significativo para el total de la población de Medicina y Psicología. Así mismo se encontró dependencia significativa de este coeficiente con programa (p = .000) y semestre (p = .000), aunque esta última presenta tendencia clara solo para Medicina. Los resultados coinciden con los de otros estudios que encuentran correlación entre inteligencia emocional y rendimiento académico.

The objective of this study was to describe emotional intelligence and to determine its relation to academic performance, and other demographic variables undergraduate students. 263 students participated in the study. Various instruments where used in the investigation including the eq- i Questionnaire of Baron for the measurement of Emotional Intelligence. An average Emotional Quotient of 46.51 was found in this population. Differences were found between programs but not between genders. This differences observed in programs where of 62.9 for economy, 55.69 for medicine, 54.28 for psychology and 36.58 for law. A correlation was found between the value of the Emotional Quotient, and the average grade (p=.019), which was higher for Medicine (p=.001), and then for Psychology (p=.066), no correlation was found in other faculties. A cubic model of dependency was found between emotional quotient and academic performance, significant for the total population in the Medicine and Psychology faculties. Furthermore a significant dependency of this coefficient was found with program (p=.000) and academic term (p=.000), although the latter only shows a clear trend for Medicine. There is a correlation between emotional intelligence and academic achievement.

Aspectos generales y académicos de los aspirantes y los admitidos a la Especialidad en Pediatría de la Universidad Nacional de Colombia / General and academic issues of the candidates and admitted to the specialty of Pediatrics at the Universidad Nacional de Colombia

Antecedentes: El presente artículo es un avance de investigación, de las pocas que existen alrededor de la admisión a especialidades médicas. En este se indagaron aspectos concernientes a la admisión a la Especialidad en Pediatría de la Universidad Nacional de Colombia, entre los cuales se encuentran: tipo de aspirantes, características del proceso de admisión y resultados de las pruebas.Existe escasa investigación del proceso de admisión a las especialidades medico-quirúrgicas. Objetivo: Caracterizar a los aspirantes y admitidos a la Especialidad en Pediatría de la Universidad Nacional de Colombia (UN). Material y Métodos: Se estudiaron aspirantes y admitidos al programa, cohortes 2009 a 2011, y se estimó la tasa de admisión y factores relacionados con ella. Resultados: Se identificaron 997 aspirantes, de predominio femenino (71%), mediana de 28 años, provenientes de Bogotá. La mitad de ellos eran egresados de universidades públicas. Se convocó a entrevista a 125 (12.5%) y 42 fueron aceptados: 34% de los convocados a entrevista y 4.2% de los inscritos. La calificación promedio en la prueba cognitiva y en la prueba de inglés fue 2.72 y 2.63, respectivamente. En los preseleccionados no admitidos, la calificación final fue 3.19, y en los admitidos 3.54. Dentro de los admitidos predominaron mujeres (60%), de 28 años, egresadas de universidades públicas (88%). Significativamente, la admisión pudo ser predicha por: la calificación en la prueba cognitiva, la calificación de la hoja de vida, ser egresado de la Universidad Nacional de Colombia, la calificación en la entrevista, el sexo masculino, tener menor edad, y la calificación en la prueba de inglés (LR ji²(7)=307.93, R²=94.7%, p=0.0000). Después de controlar las demás variables, la admisión es explicada casi exclusivamente por la calificación en la prueba cognitiva, (LR ji²(1)=300.53, R²=92.08%, p=0.0000). Conclusión: Este trabajo muestra la consistencia y transparencia del proceso de admisión a la Especialidad en Pediatría de la Universidad Nacional de Colombia.

Background: There is little research on the process of admission to medical and surgical specialties. Objectives: To characterize the candidates and admitted to the Program of Pediatrics, at National University of Colombia (UN). Material and methods: We studied the applicants and admitted to the program, cohorts 2009 to 2011, the rate and factors associated with the admission. Results: 997 applicants it was identified. Females predominated (71%) with a median of 28 years old, from Bogotá. The graduation took place in the middle of cases in public institutions of Colombia. It was convened to interview 125 applicants (12.5%) and 42 were accepted, therefore 34% of those invited to interview and 4.2% of the applicants. The average rating in Cognitive and English test was 2.72 and 2.63 respectively. In the shortlisted but not admitted, the Final Score was 3.19, and 3.54 in the admitted. Among the admitted, women predominated (60%) of 28 years old, graduates of public universities (88%). Robust and significantly, admission could be predicted by the score on the cognitive test, the curriculum score, undergraduates from UN, rating in the interview, male gender, younger age and rating in English test (LR ji² (7) = 307.93, R²=94.7%, p=0.0000). Admission was explained, after controlling other variables, almost exclusively by the rating on the Cognitive Test (LR ji² (1) = 300.53, R²=92.08%, p=0.0000). Conclusion: This work shows the consistency and transparency of the process of admission to the Specialty of Pediatrics, at the National University of Colombia.

Developing a situational judgment test blueprint for assessing the non-cognitive skills of applicants to the University of Utah School of Medicine, the United States / 보건의료교육평가

PURPOSE: The situational judgment test (SJT) shows promise for assessing the non-cognitive skills of medical school applicants, but has only been used in Europe. Since the admissions processes and education levels of applicants to medical school are different in the United States and in Europe, it is necessary to obtain validity evidence of the SJT based on a sample of United States applicants. METHODS: Ninety SJT items were developed and Kane's validity framework was used to create a test blueprint. A total of 489 applicants selected for assessment/interview day at the University of Utah School of Medicine during the 2014-2015 admissions cycle completed one of five SJTs, which assessed professionalism, coping with pressure, communication, patient focus, and teamwork. Item difficulty, each item's discrimination index, internal consistency, and the categorization of items by two experts were used to create the test blueprint. RESULTS: The majority of item scores were within an acceptable range of difficulty, as measured by the difficulty index (0.50-0.85) and had fair to good discrimination. However, internal consistency was low for each domain, and 63% of items appeared to assess multiple domains. The concordance of categorization between the two educational experts ranged from 24% to 76% across the five domains. CONCLUSION: The results of this study will help medical school admissions departments determine how to begin constructing a SJT. Further testing with a more representative sample is needed to determine if the SJT is a useful assessment tool for measuring the non-cognitive skills of medical school applicants.

Socioeconomic Profile and Academic Performance of Students of Campus VIII of the State University of Paraíba, Araruna, Brazil, 2013

Aims: The aim of the present study was to analyze the socioeconomic profile and academic performance of students of three courses on Campus VIII of the State University of Paraíba. Study Design: A quantitative, descriptive, cross-sectional study with an inductive approach was carried out involving students in the courses of dentistry, civil engineering and natural science on Campus VIII of the State University of Paraíba (northeastern Brazil) in 2013. Methodology: A total of 321 students were enrolled, and the sample was made up of 238 participants who answered a semi-structured questionnaire addressing socioeconomic characteristics and academic performance. Results: Most students were female and beneficiaries of the quota system, had a family income of more than two times the Brazilian minimum monthly wage and had a academic performance coefficient (APC) greater than 7.0. The best academic performance was found among the students of the dentistry course, in which non-beneficiaries achieved a statistically higher mean APC in comparison to beneficiaries of the quota system (P=.004). Although higher mean coefficients were also found among the non-beneficiaries in the other courses analyzed, the differences did not achieve statistical significance. The students of the civil engineering course had the worst academic performance among the three courses analyzed. A greater frequency of failures was found among the beneficiaries of the quota system in comparison to non-beneficiaries for the campus as a whole (P=.010) as well as for the dentistry course (P=.004). Conclusion: The present findings suggest flaws in the quota system as a strategy for promoting social inclusion and underscore the importance of strengthening elementary and high school education in Brazil.

Distribution of PSU scores for dentistry schools in Chile during 2012-2014 / Distribución de los puntajes PSU en la carrera de Odontología en Chile durante 2012-2014

To describe distribution of applicants’ scores in the University Selection Test (Prueba de Selección Universitaria, PSU) for dentistry in Chilean universities associated with the PSU test between 2012 and 2014. Methodology: A retrospective study based on the applicants’ records to dentistry in universities associated with the PSU admission process from 2012 to 2014. Results: There were twenty careers, representing sixteen universities associated with the PSU process. From them, ten were private and ten traditional. Overall, 19,469 students applied and 6,105 were summoned to fill 4,828 vacancies during the period under study. There was a drop in the number of applicants per vacancy from 5.30 to 3.11 and the selection per quota rose from 1.23 to 1.32, varying mostly in private universities. The weighted average score was 662.78 +/- 44.73 with a steady decline without differences regarding sex mostly in private universities. Conclusions: During 2012-2014, there were fewer candidates for dentistry, as well as lower scores primarily affecting private schools.

Describir la distribución de los puntajes PSU de los postulantes a odontología en las universidades chilenas adscritas al proceso PSU durante los años 2012 a 2014. Metodología: Estudio retrospectivo a partir de los registros de postulantes a las carreras de odontología en universidades adscritas al proceso PSU en las admisiones 2012 a 2014. Resultados: Se incluyeron 20 carreras, que representan a 16 universidades adscritas al proceso PSU, 10 de ellas privadas y 10 tradicionales En términos globales durante el período en estudio postularon 1.9469 personas, siendo 6.105 seleccionados en primer llamado para un total 4.828 cupos disponibles; se observa una disminución de los postulantes por cupo desde 5,30 a 3,11 y los llamados por cupo disponible subieron desde 1,23 a 1,32, variando mayormente en universidades privadas; el puntaje ponderado promedio fue 662,78 +/-44,73 con una baja sostenida, mayor en universidades privadas y sin diferencias por sexo. Conclusiones: Durante el periodo 2012-2014 hubo menos postulantes a odontología, así como una baja de los puntajes que afecta principalmente a planteles privados.

Imperfect physician assistant and physical therapist admissions processes in the United States / 보건의료교육평가

We compared and contrasted physician assistant and physical therapy profession admissions processes based on the similar number of accredited programs in the United States and the co-existence of many programs in the same school of health professions, because both professions conduct similar centralized application procedures administered by the same organization. Many studies are critical of the fallibility and inadequate scientific rigor of the high-stakes nature of health professions admissions decisions, yet typical admission processes remain very similar. Cognitive variables, most notably undergraduate grade point averages, have been shown to be the best predictors of academic achievement in the health professions. The variability of non-cognitive attributes assessed and the methods used to measure them have come under increasing scrutiny in the literature. The variance in health professions students' performance in the classroom and on certifying examinations remains unexplained, and cognitive considerations vary considerably between and among programs that describe them. One uncertainty resulting from this review is whether or not desired candidate attributes highly sought after by individual programs are more student-centered or graduate-centered. Based on the findings from the literature, we suggest that student success in the classroom versus the clinic is based on a different set of variables. Given the range of positions and general lack of reliability and validity in studies of non-cognitive admissions attributes, we think that health professions admissions processes remain imperfect works in progress.

Nursing Student Academic Achievement depending on College Entrance System-related Factors / 한국간호교육학회지

PURPOSE: This study aims to understand the influence of college entrance system-related factors and scores of college scholastic ability test on a first year nursing student's academic achievement. METHODS: Data collected include both a descriptive survey designed to assess college entrance system-related factors with respect to 182 nursing students attending a 4-year nursing college program and their test scores in the first year. The data were analyzed via descriptive statistics, Mann-Whitney U test, Kruskal-Wallis test with Bonferroni's correction, and Spearman's rank correlation coefficient through an SPSS 18.0 program. RESULTS: Student academic achievement with regard to college entrance system-related factors exhibited significant divergence from first year grade point averages (hereafter GPA) and natural science grades. CONCLUSION: This study confirmed the existence of significant differences, depending on the factors regarding the college entrance system. As a result, conducting assessment to evaluate the level of basic knowledge before college entrance is highly recommended. Also recommended is the development of a support program for students projected to have difficulties with respect to their academic achievement.

Frecuencia de discapacidad en estudiantes que presentan la prueba estandarizada de acceso a la educación superior (Saber 11) en Colombia y caracterización de su rendimiento / The frequency of disability amongst highschool students taking the standardised Colombian highschool leaving test (Saber 11) and a characterisation of their performance

Introducción. El examen nacional de acceso a la educación superior en Colombia (prueba Saber 11), es obligatorio para obtener el título de bachiller y ha realizado adaptaciones que permiten evaluar a personas con discapacidad física, auditiva y visual. Objetivo. Describir las características y el rendimiento en la prueba Saber 11 de las personas con discapacidad (PCD) en 2009. Materiales y métodos. Análisis secundario de tipo descriptivo de los resultados del examen nacional de acceso a la educación superior (prueba Saber 11), presentado por PCD en el ano 2009. La certificación de discapacidades realizada previa al examen durante la inscripción a la prueba. Se describen las características de dicha población, junto con los puntajes en la prueba. Resultados. 529.651 estudiantes presentaron la prueba por primera vez, de los cuales el 0,2% (842) afirmaron durante la inscripción tener algún tipo de discapacidad. Del total de PCD, el 35,0% presentó una discapacidad motora, el 34,9% presentó una discapacidad auditiva y requirieron intérprete en la prueba, 19,1% presentó una discapacidad visual y un 11,5% presentó discapacidad auditiva, pero no requirieron intérprete. La mayoría de sus puntajes están en categorización media, y, en promedio, las personas con discapacidad visual tuvieron resultados mejores en las áreas básicas al compararlos con otras discapacidades. Conclusión. Este estudio sugiere que son pocas las PCD que se presentan a la prueba Saber 11. No existe forma de evidenciar discapacidad cognitiva en la prueba.

Background. Taking the standardised Colombian highschool leaving test (Saber 11) is obligatory for students to graduate from high school and is also used for rating students applying to Colombian universities; it has been adapted for evaluating young people having hearing physical, visual and auditory disabilities. Objectives. Describing and characterising the profile of students suffering from disability (SWD) who presented the standardised Colombian highschool leaving test in 2009. Methods. A descriptive secondary analysis was made of the standardised Colombian highschool leaving test database concerning SWD who took the test in 2009. A disability certificate must have been obtained beforehand and presented during registration for the test. The prevalence of SWD taking the test was calculated, their scores were recorded and univariate statistics were used for the social, demographic and economic characterisation of their profile. Results. 529,651 students took the test for the first time in 2009; 0.2% (842) of these students claimed to have some type of disability during registration. 35.0% (295) of these had a motor disability, 34.9% (294) had a hearing disability and were assisted by a sign language interpreter, 19.1% (161) were visually impaired and 11.5% (97) had a hearing disability but did not receive assistance from a sign language interpreter. Most SWD achieved midranging scores; the visuallyimpaired scored higher points than the rest of the SWD. Conclusion. This study suggested that very few SWD were presenting the standardised Colombian highschool leaving test. Cognitive impairment could not be measured by this type of standardised test.

A Study of Psychological Distress in Two Cohorts of First-Year Medical Students that Underwent Different Admission Selection Processes

Background: Medical training is often regarded as a stressful period. Studies have previously found that 21.6%–50% of medical students experience significant psychological distress. The present study compared the prevalence and levels of psychological distress between 2 cohorts of first-year medical students that underwent different admission selection processes. Methods: A comparative cross-sectional study was conducted by comparing 2 cohorts of first-year medical students; 1 group (cohort 1) was selected based purely on academic merit (2008/2009 cohort) and the other group (cohort 2) was selected based on academic merit, psychometric assessment, and interview performance (2009/2010 cohort). Their distress levels were measured by the General Health Questionnaire, and scores higher than 3 were considered indicative of significant psychological distress. Results: The prevalence (P = 0.003) and levels (P = 0.001) of psychological distress were significantly different between the 2 cohorts. Cohort 1 had 1.2–3.3 times higher risk of developing psychological distress compared to cohort 2 (P = 0.007). Conclusion: Cohort 2 had better psychological health than cohort 1 and was less likely to develop psychological distress. This study provided evidence of a potential benefit of multimodal student selection based on academic merit, psychometric assessment, and interview performance. This selection process might identify medical students who will maintain better psychological health.

The Introduction and Development of Graduate Entry Programmes in the United Kingdom / 한국의학교육

In the United Kingdom, 4-year graduate-only medical education programmes (Graduate Entry Programme, GEP) started in 2000, and are running in 16 medical schools with over 800 students annually. This study presents the grounds for introduction of the GEP, and explores its benefits in increasing the medical workforce and widening participation in medical education. An increase in medical student numbers was proposed to cope with the pressing shortage of British doctors and the growing demand for doctors, and the GEP was introduced as a flexible and cost-effective way to meet this demand. It has contributed to increasing the diversity of students in medical schools and widening access to students from more varied social and educational backgrounds. In the United Kingdom, the GEP was established as a supplementary means of providing medical education, and it is unlikely to totally replace traditional 5- or 6-year programmes.

Capacidad predictiva de algunos indicadores en el rendimiento docente de la asignatura Fisiología Médica / Predictive capacity of some indicators in the teaching performance of the Medical Physiology subject

Estimar la capacidad predictiva de algunos indicadores respecto a los resultados del examen final de la asignatura. Como predictores se utilizaron la vía de ingreso, los resultados de algunas de las asignaturas del primer semestre y los resultados del corte de la décima semana de la asignatura Fisiología Médica, todos en relación con la nota de su examen final en 548 estudiantes de los cursos 2005-2006 y 2006-2007. Se utilizaron estadísticas descriptivas simples y se ajustó un modelo de regresión con escalamiento óptimo para la recodificación. Los valores estimados por este modelo se convirtieron a una escala ordinal con fines de predicción. Se llevó a cabo un análisis de componentes principales para una mejor comprensión de la estructura de asociaciones entre las variables. Los predictores en su conjunto son capaces de explicar 54 por ciento de la variabilidad de la nota final de la asignatura y el modelo de regresión con escalamiento óptimo con estos predictores proporciona un ajuste satisfactorio, el corte de la décima semana es el mejor predictor. Otros predictores relevantes son la vía de ingreso y la historia académica previa. Los indicadores vía de ingreso, notas de las asignaturas del primer semestre del primer año de la carrera de Medicina y corte de la décima semana integrados en un modelo de predicción, logran un modelo satisfactorio de predicción del rendimiento docente en la asignatura Fisiología Médica. El corte de la décima semana resulta el mejor predictor debido a que es más cercano y específico a los resultados de la asignatura. La vía de ingreso puede constituir un elemento útil a la hora de identificar estudiantes en pronóstico de éxito-fracaso docente.

To estimate the prediction capacity of some indicators regarding the results of final examinations of this subject. The admission via, the results of some of subjects in the first semester, and the results of the cut-off on the tenth week of the Medical Physiology subject were used as predictors. All of them were related to the mark obtained in the final examination of 548 students in the courses 2005-2006 and 2006-2007. Simple descriptive statistics were used and a regression model with optimal scaling up was adjusted for recoding. The values estimated for this model were converted into an ordinal scale for prediction. An analysis of the main components for a better understanding of the structure of the associations among variables was carried out.Predictors as a whole are capable to explain 54 percent of the variability in the final mark of the subject, whereas the regression model with an optimal scaling up with these predictors allows a satisfactory adjustment. The cut-off on the tenth week is the best predictor. The admission via, the qualifications obtained in the first semester of first year of the medical career, and the cut-off on the tenth week integrated in a prediction model are a satisfactory prediction model of academic performance in the Medical Physiology subject. The cut-off on the tenth week is the best predictor, since it is more specific and closer to the results of the subject. The admission via may be a useful element at the time of identifying students in the prognosis of teaching success-failure.