Biomedical subjects

Catherine Solow

Publications and source records attributed to Catherine Solow.

5 recordsLinked to original sources

PubMed2006

Investigating the utility of a GPA institutional adjustment index.

BACKGROUND: Grading standards vary widely across undergraduate institutions. If, during the medical school admissions process, GPA is considered without reference to the institution attended, it will disadvantage applicants from undergraduate institutions employing rigorous grading standards. METHOD: A regression-based GPA institutional equating method using historical MCAT and GPA information is described. Classes selected from eight applicant pools demonstrate the impact of the GPA adjustment. The validity of the adjustment is examined by comparing adjusted and unadjusted GPAs' correlation with USMLE and medical college grades. RESULTS: The adjusted GPA demonstrated significantly improved congruence with MCAT estimates of applicant preparedness. The adjustment changed selection decisions for 21% of those admitted. The adjusted GPA enhanced prediction of USMLE and medical school grades only for students from institutions which required large adjustments. CONCLUSION: Unlike other indices, the adjustment described uses the same metric as GPA and is based only on an institution's history of preparing medical school applicants. The institutional adjustment is consequential in selection, significantly enhances congruence with a standardized measure of academic preparedness and may enhance the validity of the GPA.

Education, Medical, Undergraduate↗

PubMed2006

Examining the influence of using same versus different questions on the reliability of the medical school preadmission interview.

BACKGROUND: Researchers generally recommend a structured format for the medical school preadmission interview (MSPI). However, the relative benefits of various elements of structure remain unexamined. PURPOSE: In this study, we compared the performance of a highly structured interview format with a semistructured format. Specifically, we examined how the reliability of interview ratings is likely to change when using the same versus different questions for each applicant being interviewed. METHOD: Variance components from a generalizability (G) study of a structured interview are used in decision studies to compare the relative efficiency of using the same versus different questions for each applicant. RESULTS: Using different questions for each interviewee is practically as reliable as using the same questions for all applicants (G = .55 vs. .57, respectively). CONCLUSIONS: Because there are a number of drawbacks to using the same questions for all applicants (i.e., security and validity) and little advantage in terms of increased reliability, the semistructured question format should be considered when conducting the MSPI. A suggested method of implementing a semistructured interview is by presenting each applicant a set of questions randomly drawn from a pool of interview questions.

Educational Measurement↗

PubMed2004

Investigating the reliability of the medical school admissions interview.

PURPOSE: Determining the valid and fair use of the interview for medical school admissions is contingent upon a demonstration of the reproducibility of interview scores. This study seeks to establish the generalizability of interview scores, first assessing the existing research evidence, and then analyzing data from a non-experimental independent replications research design. METHODS: Multivariate and univariate generalizability analyses are conducted using data from a structured interview obtained from a population of medical school applicants over two years. RESULTS: The existing literature does not provide sufficient evidence regarding interview reliability. In this study, interview scores derived from a standardized interview were found to display low to moderate levels of reliability. Interview scores do not appear to possess the level of precision found with other measures commonly used to facilitate admissions decisions. DISCUSSION/CONCLUSION: Given the results obtained, the fairness of using the interview as a highly influential component of the admission process is called into question. Methods for using interview data in a psychometrically defensible fashion are discussed. Specifically, attention to decision reliability provides guidance on how interview scores can best be integrated into the admissions process.

Education, Medical, Undergraduate↗

PubMed2003

A model for diversity in admissions: a review of issues and methods and an experimental approach.

PURPOSE: The underrepresentation of certain minorities within medical education and the medical profession continues to be a problem. A review of the relevant research literature suggests current strategies are inadequate to address this important problem. Psychometric issues important in differentiating the unique concerns of medical education must be defined. SUMMARY: A new model that may attain diversity goals and meet standards related to validity and legality is presented. Admissions data describing applicants for one year at a large midwestern medical college are analyzed. The impact of selection techniques on both majority and underrepresented minority applicants is presented. CONCLUSION: The results of the analyses support further research designed to meet the quantitative objectives implied by diversity goals and suggests initiatives aimed at enhancing minority representation within medical education.

Cultural Diversity↗

PubMed2002

A statistical technique for the development of an alternate list when using constrained optimization to make admission decisions.

BACKGROUND: In an earlier study it was demonstrated that constrained optimization could be used to accurately translate admission goals. Constrained optimization differs from weighting equations in that it does not assign a rank ordering. Although constrained optimization is conceptually superior, some procedures within the admissions process require a rank ordering of applicants. PURPOSE: The purpose of this study is to describes and evaluate the use of two discriminant analysis procedures to obtain a rank order list by generating weights that model constrained optimization procedures. This study also evaluates the usefulness of an additional method that does not require a rank ordering. METHODS: Premium Solver selected a class from the 1998/99 applicant pool. A discriminant analysis was used to generate a discriminant function for modeling the dichotomous group classification selection variable. These weights were then applied and the discriminant function values calculated. The success of the procedure was evaluated by examining rank orders and the magnitude of the correlation and R-square statistic. RESULTS: Discriminant analysis accounted for 70% of the decision variance generated by the constrained optimization procedure. Using real data allowed an estimate of the number of students impacted by inconsistent outcomes. CONCLUSION: Discriminant analysis could be used to manage an alternate list, however it will be based on somewhat different criteria than the initial selection procedure. Each method evaluated has advantages and disadvantages and the selection of one method over another depends on what outcomes are most valued by the college.

Discriminant Analysis↗