Relación entre el desempeño en el examen de ingreso a la residencia y en el de especialización en pediatría en la ciudad de Buenos Aires / Correlation between results of the residency admission test and of pediatric certification test in Buenos Aires, Argentina

En la Ciudad de Buenos Aires (CABA) los ingresantes al sistema de residencia en pediatría lo hacen mediante un examen unificado y, al finalizar, rinden su examen de especialización en la Universidad de Buenos Aires (UBA). Existe evidencia de que el desempeño en determinadas evaluaciones podría predecir el rendimiento posterior. El objetivo de este estudio es evaluar si existe relación entre el examen de ingreso a la residencia (EIR) y el de especialización (EE) en pediatría. Se trata de una investigación transversal que incluye todos los sujetos que aprobaron el EIR de pediatría en CABA en 2004-2009 y que rindieron EE de pediatría en la UBA. Se obtuvo el puntaje de cada sujeto en ambos exámenes y se calculó la correlación correspondiente. Las notas fueron divididas en quintiles, calculando la proporción de alumnos que mejoró su ubicación en el segundo examen con respecto al primero. Se obtuvieron datos de 303 participantes. El examen de ingreso (calificación máxima de 60 puntos) mostró una mediana de 45.0 puntos (IIC: 43.0-48.7) y el examen de especialización (calificación máxima de 10 puntos) mostró una mediana de 6 puntos (IIC: 6-8), verificándose una correlación significativa entre la calificación del EIR y la del EE (r = 0.37, p < 0.001). En relación al quintil de referencia, 43.8% de los alumnos mejoró su ubicación en el EE respecto de la obtenida en el EIR, sin que se registraran diferencias entre residentes de hospitales pediátricos y de hospitales generales (45.6 vs. 31.5%; p = 0.1).

In the city of Buenos Aires (CABA), pediatric residents enter the residency program after taking a unified admission test. After completion of the program and passing a final test, the Universidad de Buenos Aires (UBA) provides a professional certification. The objective of this study is to determine if the results obtained in the residency admission test (RAT) and those of the professional certification test (PCT) correlated. This is a cross-sectional study, that included all subjects who passed the pediatrics RAT in CABA in 2004-2009, and that attended the pediatric PCT of the UBA. The score for each subject in both tests was obtained and the corresponding correlation was calculated. Results were divided in quintiles, and the proportion of subjects who improved their position in the PCT with respect to the RAT was calculated. Data from 303 subjects was obtained. The RAT showed a median of 45.0 (over 60 maximum) (IC-range: 43.0-48.7), and the PCT showed a median of 6 points (over 10 max.)(IC-range: 6-8). A significative correlation between results in RAT and PCT was observed (r = 0.37, p < 0.001). Based on their position in the RAT, 43.8% of subjects improved their position in the PCT, without differences between residents attending pediatric and general hospitals (45.6 vs. 31.5%; p = 0.1). In the case of pediatric residents, results of the residency admission test correlate with those obtained in the professional certification test.

Admission to medical schools in Sri Lanka: predictive validity of selection criteria.

OBJECTIVE: To assess the extent to which current selection criteria predict success in Sri Lanka's medical schools. METHODS: The study sample consisted of all students selected to all six medical schools in two consecutive entry cohorts. The aggregate marks of these students at the General Certificate of Education (GCE) Advanced Level examination, the district of entry, admission category, candidate type (school/private) and gender, were identified as entry point variables. Success in medical school was measured in four ways: the ability to pass the first summative examination and the final examination at the first attempt, and obtaining honours in either examination. Multivariate analysis using logistic regression was used to assess the extent to which these entry point factors predict variability in outcome measures. RESULTS: Aggregate scores among the 1740 students in the study sample ranged from 212 to 356, with a median of 285. The male:female ratio was 1.4:1. Private candidates (taking the examination for the third time) accounted for 22% of students. Being a school candidate, female and having a higher aggregate score, were the only independent predictors of success for all four outcome measures. The aggregate score alone accounted for only 1-7% of the variation in performance in medical school. CONCLUSIONS: Marks obtained at the A Level examination (the only academic criterion currently used for selection of medical students in Sri Lanka) is a poor predictor of success in medical school.

Estudio comparativo del rendimiento de diferentes cohortes evaluando si han ingresado con o sin módulo de admisibilidad / Comparative study of the performance of different cohorts evaluating whether they have entered university with or without admissibility course

Antecedentes: En el presente trabajo se analizó el rendimiento global de diferentes cohortes con los mismos años de egreso, diferenciándose según hayan tenido o no Curso de Admisibilidad a la Carrera de Medicina. Objetivo: Evaluar que mediante el Examen de Ingreso, mejoran notablemente las dos variables estudiadas: Nota promedio de la carrera y Duración de la misma. Materiales y métodos: Se analizaron los egresos correspondientes a los años 1999-2003 diferenciando aquellos alumnos ingresados antes del año 1991, sin Examen de Ingreso y aquellos que lo hicieron a partir del año 1992 con Examen de Ingreso con los mismos años de egreso. Resultados: Analizando los años de egreso correspondientes a los períodos 1999 a 2003 para aquellos alumnos ingresantes en el año 1991 y anteriores (sin selección de ingreso), encontramos que la nota promedio de la carrera con aplazos es de 5,64, Si este mismo análisis lo realizamos para aquellos alumnos ingresantes en el año 1992, que comienza el Módulo de Admisibilidad a la Carrera, y posteriores con los mismos años de egreso, encontramos que la nota promedio con aplazos es de 7,09. En los alumnos ingresantes en el año 1991 y anteriores, el promedio de duración de la carrera es de 13,22 años. Para los ingresantes en el año 1992 y posteriores este valor desciende a 7,95 años. Conclusiones: Podemos decir que tanto en las notas promedio de los exámenes finales para cada materia de la carrera como así también la permanencia de los alumnos en las cursadas mejora significativamente cuando han realizado el Módulo de Admisibilidad.

Background: The present paper analyses the overall performance of different cohorts which graduated the same year, taking into account whether or not they had an admissibility course to the School of Medicine. Objective: To evaluate that with the implementation of the entrance exam, the following two variables improved considerably: average mark during the course of studies and duration of the course of studies. Materials and Methods: The graduation rates corresponding to the years 1999-2003 were analyzed, differentiating those students entering university before the year 1991 - without entrance exam - and those entering it as from 1992 - with entrance exam. Results: Analyzing the graduation years corresponding to the periods 1999-2003 for those students who entered university in the year 1991 and the previous years (without entrance selection) we have found that the average mark during the course of studies (including failed exams) is 5,64. If we apply the same ana1ysis to those students who entered university in the year 1992 - when the Admissibility Course to the Course of Studies begins - and the following years, and with the same years of graduation, we found that the average mark (including failed exams) is 7,09. In the case of the students entering university in the year 1991 and the previous years, the duration of the course of studies is 13, 22 years. In the case of the students entering university in the years 1992 and the following years this figure goes down to 7, 95 years. Conclusions: We can say that both the average marks in the final exams of each subject in the course of studies and the attendance to classes improves considerably when the admissibility course has been attended.

O exame nacional de cursos para a enfermagem: o perfil profissional delineado por esse exame / The national exam of courses applied to nursing: the professional profile delineated by this exam

Estudo analítico-exploratório, com abordagem quantitativa, cujo objetivo é apresentar o teor das questões do Primeiro Exame Nacional de Cursos, aplicado aos egressos do Curso de Graduação em Enfermagem, realizado no ano de 2002. Após tecer alguns comentários a respeito do processo ensino - aprendizagem que se realiza nos últimos períodos de formação dos enfermeiros em uma universidade pública federal, os autores elegeram como metodologia a análise estatística das questões do exame mencionado, que foram divididas em duas categorias: aquelas relativas à prática assistencial propriamente dita e aquelas cujo teor não contemplava esse aspecto. O resultado mostrou que as questões foram, na sua maioria, voltadas para a prática assistencial, possibilitando concluir que o perfil do enfermeiro delineado pelo Ministério da Educação está voltado para o profissional que desenvolve a sua prática profissional através do cuidado direto ao cliente.