Effects of Entry Grades on Students' Academic Performance Under Homogeneous Educational Resources.

Background: A minor difference in college entrance examination scores can result in vastly different educational resources in China, so it has been debated whether it is the difference in the student population or the difference in educational resources that causes the difference in medical graduates. We aimed to evaluate the effects of entry grades on students' academic performance under homogeneous educational resources. Methods: Students in grade 2016 with 13-point difference in the average admission scores of 2 medicine schools in Sun Yat-sen University were educated in mixed classes and were taught with the same educators during the 5 years of undergraduate period. The grades, graduation, and postgraduate enrollment rates of the students were compared between the two campuses. Results: The average admission scores for Shenzhen Campus (SZC) students are 13 points lower than those of Guangzhou North Campus (GZNC) (613 points vs 626 points). After 5 years of homogeneous education, comparing the GZNC students with the SZC students, there were no significant differences in the average total score (80.2 ± 4.6 vs 80.0 ± 5.6, P = 0.691), the average compulsory course (78.9 ± 3.4 vs 78.4 ± 6.1, P = 0.438), the average core course score (78.8 ± 7.4 vs 78.7 ± 5.0, P=0.860) and the average clerkship score (85.1 ± 7.2 vs 84.6 ± 2.7, P=0.275). However, the completion rate for SZC was higher than for GZNC (93.94% vs 86.27%, P=0.009). There was no statistical difference in postgraduate enrolment between the two institutions (P=0.758). Conclusion: Given the same educational resources, more medical students with lower entrance scores completed their studies and achieved the same percentage of postgraduate acceptance. This finding suggests that a key component of improving the quality of medical higher education in China may be to further rationalize the allocation of high-quality educational resources, rather than to pursuing students with high entrance examination scores.

1. Undergraduates from two medical schools with different average admission scores were educated with the same resources during the 5-year undergraduate period. After 5 years of homogeneous education, more students with lower entrance scores completed their studies and achieved the same percentage of postgraduate acceptance. 2. The key to improving educational quality is to optimize educational resources, not just to recruit high-scoring students.

Fostering PharmD Skills Related to Research and Quality Improvement Through Mentored Projects.

Objective. To assess the impact of a Doctor of Pharmacy (PharmD) capstone project on students' ability to conduct research and quality improvement, and to assess the feasibility of requiring projects in the core curriculum. Methods. Project proposals were solicited from faculty members and local colleagues, and students matched with an individual project and mentor. After developing a written research proposal in their third professional year, students completed the project with mentor oversight in their third and fourth professional years, culminating with a poster session and completion of a manuscript prior to graduation. Students' knowledge of biostatistics, research confidence, and attitudes regarding research were evaluated using a validated survey instrument. Students and mentors were surveyed for feedback, and students' publications and presentations were tracked. Results. Sixty-one students (97%) completed their projects on time. Students' confidence in their ability to understand and participate in research increased, but improvement in statistical knowledge and interest in conducting future research projects was minimal. Fifty-eight percent of students presented posters at national conferences. Thirteen (21%) published manuscripts in peer-reviewed journals. Students and mentors responded positively overall about the program and the associated time requirements. Conclusion. Requiring PharmD students to complete a capstone project prior to graduation was feasible and increased student confidence in their ability to participate in research and the number of student and faculty poster presentations and peer-reviewed publications. These findings support the consideration of the Academy that analysis, synthesis, and creation of new knowledge can be successfully implemented into the core PharmD curricula.

Five Genes: Key Qualities for Selecting Residents with High Potential.

This article was migrated. The article was marked as recommended. During my time as program director, I have reviewed hundreds of residency applications, familiarized myself with the application process, and discovered five characteristics or "genes" that contribute to the success of a future resident. With the advent of an online residency application system, filters tend to focus on more quantitative data like test scores, which may not capture an applicant's true ability to be a successful resident. Applicants' letters of recommendation from both deans and physicians are also increasingly becoming harder to interpret due to diction that is either too hard to understand and/or has the potential to come off negatively. Personal statements, while attempting to capture an applicant's valuable experiences and beliefs, tend to fall short because most applicants either share too strong of political or religious views or do not share enough substance to make a statement truly "personal." Beyond these typical application materials, how a student communicates with others outside of an interview is key for determining a student's true professional behavior. This communication could be in the form of scheduling, rescheduling, or cancelling interviews or how the student interacts with the residents at the informal dinner the night before the interview. Along with professional communication, five "genes" that make for a successful resident, as mentioned above, are passion for the profession, intellectual curiosity and investment, work ethic, ability to be a team player, and empathy. If armed with these qualities, an applicant can turn into a successful resident in no time.

Design and practice of the "two-stage & two-model" practice teaching / 中华医学教育探索杂志

To improve the quality of personnel training,carry out the complementary ascendancy and resource sharing,grasp the law and optimize the program of practice teaching,we designed the undergraduate practice teaching of 9 disciplines including clinical medicine,biotechnology,pharmacy,etc.,formulated the practice teaching pattern named "two-stage & two-model",and carried out the practice teaching step by step. The results show that the profession level and overall quality of students have been improved.