Gender Might Be Factor for Student Admission in Two Brazilian Medical Schools / Gênero Pode Ser um Fator na Seleção do Vestibular de Duas Escolas Médicas Brasileiras

This is a secondary data-based study conducted to investigate whether gender is related to acceptance. Two Brazilian Medical Schools, Universities A and B, were studied. Their entrance exams (EE) were analysed and the number of candidates who took the EE was compared to the number of students admitted to the MS according to gender, in the period between 1995 and 2009. The same data from MS in the United States in 2011 was also evaluated. There was an increase in the percentage of female applicants but it did not correspond to the percentage of admitted students of the same gender. There was a trend of selecting men. At A, 39.3% of the applicants and 47% of the admitted students were men (OR = 1.37; CI95% = 1.24 – 1.51). In B, men represented 39.3% of the applicants and 65.4% of the admitted students (OR = 2.93; CI 95% = 2.76 – 3.11). This was not seen in US MS. The analysis of the EE suggests that the greater selection of men could be a product of EE format.

Este é um estudo de dados secundários para investigar se o gênero é um fator determinante na admissão do vestibular de Medicina. O vestibular de duas escolas médicas (EM) brasileiras, universidades A e B, foi analisado, e o número de candidatos de cada vestibular foi comparado ao número de alunos matriculados em cada EM de acordo com o gênero no período de 1995 a 2009. Os mesmos dados disponíveis dos Estados Unidos (EUA) em 2011 foram avaliados. Notou-se um aumento do número de mulheres prestando vestibular de Medicina, mas este aumento não correspondeu à porcentagem de mulheres matriculadas. Houve uma tendência a selecionar mais homens. Em A, 39,3% dos candidatos e 47% dos estudantes admitidos eram homens (OR = 1,37; IC95% = 1,24 – 1,51). Em B, os homens representavam 39,3% dos candidatos e 65,4% dos estudantes admitidos (OR = 2,93; IC95% = 2,76 – 3,11). Estes resultados não foram confirmados nas EM dos EUA. A análise do EE sugere que a maior seleção de homens poderia ser produto do formato dos vestibulares.

Correlación entre el examen de selección y el rendimiento académico al término de la carrera de Medicina / Correlation between the entrance exam and the academic performance at the end of the medical career

Determinar la correlación y el grado de predicción del examen de conocimientos al ingreso a la carrera de Medicina, sobre el rendimiento académico al término del 8vo. semestre. Métodos: se realizó un estudio correlacional retrospectivo en un grupo de 121 egresados de la carrera de Medicina. El rendimiento académico se definió operacionalmente como el promedio alcanzado por cada uno de los alumnos, al término del 8vo. semestre. En el examen de conocimientos previo al ingreso, se miden 6 áreas que incluyen: Biología, Cultura general, Español, Física, Matemáticas y Química, las cuales se consideraron como las variables predictoras. Se utilizó el análisis de regresión lineal simple utilizando como variable independiente el promedio de calificación obtenida en el examen de conocimientos y como variable dependiente el promedio de calificaciones al término del 8vo. semestre y para el análisis multivariado, la regresión lineal múltiple. Resultados: el mayor promedio de calificación en el examen de conocimientos al ingreso, correspondió a Matemáticas, así como también la calificación máxima alcanzada que fue de 100 y el menor resultado fue en Física. La correlación entre el promedio general del examen de conocimientos al ingreso y el rendimiento académico al término del 8vo. semestre resultó de 0,409 (p < 0,01), por lo que el coeficiente de determinación fue de 0,167. Conclusiones: el examen de conocimientos al ingreso debe centrarse sobre todo en las áreas de Biología, Español, Matemáticas y Química, ya que son las áreas del conocimiento donde la correlación presentó resultados estadísticamente significativos...

To determine the correlation and the predictive level of the entrance examination to the medical studies with the academic performance at the end of the 8th semester of the career. Methods: a retrospective correlational study was carried out in 121 medical graduates. The academic performance was operatively defined as the average mark achieved by each of the students at the end of the 8th semester. At the entrance examination, six areas are assessed, namely Biology, general culture, Spanish, Physics, Mathematics and Chemistry, which were all regarded as predictive variables. The simple linear regression analysis used the average mark achieved at the entrance examination as independent variable and the average mark at the end of the 8th semester as the dependent variable; the multivariate analysis was based on the multiple linear regression. Results: the highest average mark and the highest mark at the entrance examination were found in Mathematics, whereas the lowest results were seen in Physics. The correlation between the general average from the entrance test and the academic performance at the end of the 8th semester amounted to 0.409 (p < 0.01), so the determination coefficient was 0.167. Conclusions: the entrance exam should be basically focused on Biology, Spanish, Mathematics and Chemistry, since these are the areas of knowledge where the correlation reached statistically significant results...

Coping e saúde mental de adolescentes vestibulandos / Coping and mental health in adolescents preparing for the Brazilian university entrance examination

Este estudo teve como objetivo investigar o uso de estratégias de enfrentamento de problemas (coping) por adolescentes vestibulandos e sua possível repercussão na saúde mental desses indivíduos. Participaram deste estudo 292 estudantes, sendo 59,6 por cento mulheres e 38,0 por cento homens com idades entre 16 e 19 anos (M = 17,09; DP = 0,71), contatados em escolas públicas, particulares e conveniadas, que declararam intenção de realizar o processo seletivo vestibular. Foram utilizados o Coping Response Inventory Youth Form (CRI-Y) para avaliar as estratégias de coping e o Youth Self Report (YSR) para avaliar as psicopatologias. O estudo demonstrou que os adolescentes avaliaram o vestibular como evento estressante, e aqueles que utilizaram mais estratégias de coping de aproximação para enfrentá-lo relataram menos psicopatologias. Os resultados deste estudo põem em evidência a relação entre vestibular como evento estressante e saúde mental dos adolescentes.

This study aimed to investigate the use of coping strategies by adolescents preparing to take the Brazilian university entrance exam and its possible repercussion on their mental health. A total of 292 students participated in the study, 59.6 percent women and 38.0 percent men, aged between 16 and 19 years (M = 17.09; SD = 0.71), contacted in public, private, and private schools with state government covenant, who declared the intention to take the Brazilian university entrance exam. The Coping Response Inventory Youth Form (CRI-Y) was used to assess coping strategies and the Youth Self Report (YSR) to evaluate psychopathologies. The study demonstrated that the adolescents' appraise the Brazilian university entrance exam as a stressful event, and those who used more approach coping strategies reported less psychopathologies. The results of this study highlighted the relationship between the Brazilian university entrance exam as a stressful event and the adolescents' mental health.

Estresse e vestibular como desencadeadores de somatizações em adolescentes e adultos jovens / Stress and the entrance exame as influences of somatizations in young adolescents and adults

O presente estudo visa compreender a relação entre o Concurso Vestibular e as possíveis manifestações psicossomáticas geradas por ele. Participaram da pesquisa 141 estudantes de dois cursos pré-vestibulares particulares de Porto Alegre, durante o mês de novembro de 2006. Foram aplicados dois questionários, um contendo questões sócio-demográficas e sobre a escolha profissional, e o Instrumento Inventário de Stress para Adultos de Lipp (ISSL). Na análise dos resultados, obtivemos dados sobre o nível de esgotamento psíquico e físico dos candidatos e as fases na qual eles se encontravam durante o período de preparação para o Concurso Vestibular

This study seeks to discover the relationship between the University Entrance examination andthe possible psychosomatic manifestations which it may cause. 141 students from two privatepre-entrance courses in Porto Alegre took part in the research during November 2006. Twoquestionnaires were used, containing socio-demographic and professional-choice questions andthe Lipp Stress Symptom Inventory for Adults (ISSL). Analysis of results provided data aboutlevels of candidates' psychic and physical exhaustion and the phases in which they were foundduring the Entry Examination preparation period

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.

A Study on the Relationship among the Medical Students' Scoresof “3+X” Entrance Exam and their Scores of the Courses at University / 中华医学教育探索杂志

The authors calculated the correlation coeffi. of the scores of 3+X entrance exam and the scores of coursesat university in medical students of clinical medicine, medical imaging, anesthesiology. We found that there were rela-tionship among the overall score and English score of 3+X entrance exam as well as the scores of most major coursesat university in medical students, and there were relationship among the scores of chemistry and physics at entranceexam as well as the scores of partial major courses in the beginning at university. The result also indicated that entranceexam had a good prediction.[