A multi-site study on medical school selection, performance, motivation and engagement.

Medical schools seek ways to improve their admissions strategies, since the available methods prove to be suboptimal for selecting the best and most motivated students. In this multi-site cross-sectional questionnaire study, we examined the value of (different) selection procedures compared to a weighted lottery procedure, which includes direct admission based on top pre-university grade point averages (≥8 out of 10; top-pu-GPA). We also considered whether students had participated in selection, prior to being admitted through weighted lottery. Year-1 (pre-clinical) and Year-4 (clinical) students completed standard validated questionnaires measuring quality of motivation (Academic Self-regulation Questionnaire), strength of motivation (Strength of Motivation for Medical School-Revised) and engagement (Utrecht Work Engagement Scale-Student). Performance data comprised GPA and course credits in Year-1 and clerkship performance in Year-4. Regression analyses were performed. The response rate was 35% (387 Year-1 and 273 Year-4 students). Top-pu-GPA students outperformed selected students. Selected Year-1 students reported higher strength of motivation than top-pu-GPA students. Selected students did not outperform or show better quality of motivation and engagement than lottery-admitted students. Participation in selection was associated with higher engagement and better clerkship performance in Year-4. GPA, course credits and strength of motivation in Year-1 differed between students admitted through different selection procedures. Top-pu-GPA students perform best in the medical study. The few and small differences found raise questions about the added value of an extensive selection procedure compared to a weighted lottery procedure. Findings have to be interpreted with caution because of a low response rate and small group sizes.

Teaching intonation to young deaf children with the intonation meter.

Incorrect production of intonation contours is a common phonatory problem in prelingually, profoundly deaf speakers. To help deaf speakers improve this, a visual display system for teaching intonation has been developed. In this system, called the Intonation Meter, visual feedback of intonation is given as a continuous representation of the pitch contour containing only the perceptually relevant aspects of the intonation pattern. This pitch-contour representation is supposed to facilitate the interpretation of the visual feedback of the pitch contour. A study was carried out, using a Single-Subject Design, in which subjects alternately received intonation training by means of regular methods and intonation training by means of regular methods in which also use was made of the Intonation Meter, to evaluate the effectiveness of the Intonation Meter for teaching intonation to young deaf children. Prelingually profoundly deaf children aged 6 to 7 years and 9 to 11 years participated in this study. The results showed that the 9 to 11 year old children showed most progress when the Intonation meter was used in intonation training whereas 6 to 7 year olds progressed well irrespective of whether or not the Intonation Meter was used, which is in accordance with the theory of a critical period for language learning. Alternatively, it is hypothesized that the cognitive requirements of the visual feedback might be to advanced for very young children to be helpful in learning to produce certain pitch contours.