Background

In 1998, a new selection process which utilised an aptitude test and an interview in addition to previous academic achievement was introduced into an Australian undergraduate medical course.

Aims

To test the outcomes of the selection criteria over an 11-year period.

Methods

1174 students who entered the course from secondary school and who enrolled in the MBBS from 1999 through 2009 were studied in relation to specific course outcomes. Regression analyses using entry scores, sex and age as independent variables were tested for their relative value in predicting subsequent academic performance in the 6-year course. The main outcome measures were assessed by weighted average mark for each academic year level; together with results in specific units, defined as either ‘knowledge'-based or ‘clinically’ based.

Results

Previous academic performance and female sex were the major independent positive predictors of performance in the course. The interview score showed positive predictive power during the latter years of the course and in a range of ‘clinically' based units. This relationship was mediated predominantly by the score for communication skills.

Conclusions

Results support combining prior academic achievement with the assessment of communication skills in a structured interview as selection criteria into this undergraduate medical course.

Background

No evidence addresses the effectiveness of patient-centered cultural competence training in non-Western settings.

Aims

To examine whether a patient-centered cultural competency curriculum improves medical students’ skills in eliciting the patients’ perspective and exploring illness-related social factors.

Method

Fifty-seven medical students in Taiwan were randomly assigned to either the control (n = 27) or one of two intervention groups: basic (n = 15) and extensive (n = 15). Both intervention groups received two 2-hour patient-centered cultural competency workshops. In addition, the extensive intervention group received a 2-hour practice session. The control group received no training.

Results

At the end of the clerkship, all students were evaluated with an objective structured clinical examination (OSCE). Students in the extensive intervention group scored significantly higher than the basic intervention and control groups in eliciting the patient’s perspective (F = 18.38, p < 0.001, η2 = 0.40). Scores of both intervention groups were significantly higher than the control group in the exploring social factors (F = 6.66, p = 0.003, η2 = 0.20).

Conclusion

Patient-centered cultural competency training can produce improvement in medical students’ cross-cultural communication skills in non-Western settings, especially when adequate practice is provided.

Background

Current methods of selecting future residents for anesthesiology training programs do not adequately distinguish those who will succeed from the pool of seemingly well-qualified applicants. Some residents, despite high exam scores, may struggle in the OR in stressful situations.

Aims

This study examined whether specific neuropsychological and personality measures can distinguish high competency residents from low competency residents to aid in resident selection.

Methods

25 residents enrolled in an anesthesiology program at a major academic institution were identified for participation. 13 were evaluated identified as “high competency” residents and 12 as “low competency ” by the department's clinical competency committee. Groups were evaluated on measures of fine motor dexterity, executive functioning, processing speed, attention, and personality using IPIP-NEO.

Results

There were no significant differences between groups on measures of fine-motor dexterity, executive functioning, processing speed, or attention. High competency residents scored significantly higher than low competency residents on measures of cooperation, self-efficacy, and adventurousness, and lower on measures of neuroticism, anxiety, anger, and vulnerability.

Conclusion

Although measures of fine-motor dexterity, executive functioning, processing speed, and attention do not appear to distinguish between high- and low competency residents in anesthesiology, specific personality characteristics may be associated with future success in an anesthesiology training program.

Despite growing recognition of the need to increase cultural diversity undergraduate education in the UK, the US and Canada, there is a lack of cohesion in the development and delivery of cultural diversity teaching in medical schools in these three countries. This article highlights 12 tips for developing cultural diversity education in undergraduate medical programmes by integrating it in institutional policies, curriculum content, faculty development and assessment. These tips can be used to help ensure that students gain needed knowledge, skills and attitudes consistent with a view of patients as complex individuals with unique needs.

Background

The scope of medical student knowledge may differ by the student’s future intended specialty.

Aim

To determine whether medical student knowledge of and confidence with anticoagulation differed by perceived likelihood of managing anticoagulation in future practice.

Methods

One hundred twenty-three third and fourth year medical students (41% response rate) participated in a cross-sectional web-based survey. We assessed whether perceived likelihood of managing anticoagulation in future intended practice was associated with anticoagulation knowledge and confidence with managing anticoagulation.

Measurements and Main Results

Out of 24 questions assessing anticoagulation knowledge, the mean percentage correct was 58% (SD 29%). Anticoagulation knowledge did not differ by perceived likelihood of managing anticoagulation as part of their future practice. However, students predicting higher likelihood of managing anticoagulation in their future practice were significantly more confident about their ability to manage anticoagulation (p=0.005).

Conclusion

Using anticoagulation as a model, we did not find evidence that medical student knowledge differed by perceived scope of future practice. Future study will need to confirm whether range and depth of medical knowledge differs by medical students intended future practice and specialties.