PubMed · 10497548
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S Hinchliff. Continuing professional development.. https://doi.org/10.7748/ns.13.36.60.s57
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OBJECTIVE: To assess whether A level grades (achievement) and intelligence (ability) predict doctors' careers. DESIGN: Prospective cohort study with follow up after 20 years by postal questionnaire. SETTING: A UK medical school in London. PARTICIPANTS: 511 doctors who had entered Westminster Medical School as clinical students between 1975 and 1982 were followed up in January 2002. MAIN OUTCOME MEASURES: Time taken to reach different career grades in hospital or general practice, postgraduate qualifications obtained (membership/fellowships, diplomas, higher academic degrees), number of research publications, and measures of stress and burnout related to A level grades and intelligence (result of AH5 intelligence test) at entry to clinical school. General health questionnaire, Maslach burnout inventory, and questionnaire on satisfaction with career at follow up. RESULTS: 47 (9%) doctors were no longer on the Medical Register. They had lower A level grades than those who were still on the register (P < 0.001). A levels also predicted performance in undergraduate training, performance in postregistration house officer posts, and time to achieve membership qualifications (Cox regression, P < 0.001; b=0.376, SE=0.098, exp(b)=1.457). Intelligence did not independently predict dropping off the register, career outcome, or other measures. A levels did not predict diploma or higher academic qualifications, research publications, or stress or burnout. Diplomas, higher academic degrees, and research publications did, however, significantly correlate with personality measures. CONCLUSIONS: Results of achievement tests, in this case A level grades, which are particularly used for selection of students in the United Kingdom, have long term predictive validity for undergraduate and postgraduate careers. In contrast, a test of ability or aptitude (AH5) was of little predictive validity for subsequent medical careers.
Despite explicit support of the federal and state health departments, most prevocational trainees do not experience general practice or rural medicine. We have been running a program of prevocational placements of trainees working as rural general practitioners under supervision. From our experience, we have identified various barriers to implementation of such programs. These barriers include: funding issues (trainees are providing federally funded Medicare-rebatable services, while receiving state-funded hospital salaries); conflicts between the placement of trainees outside the hospital when hospitals are undergoing staffing crises; difficulties in coordinating the many organisations (funding bodies, practices, hospitals) involved in providing the placement; and the isolation experienced by trainees when they arrive in rural practice. Funding from a single administration and coordination by a locally appointed rural Director of Clinical Training are essential to overcome these barriers.