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At least 109 records · Page 6Linked to original sources
PubMed1975

Perceived sources of stress among first-year medical students.

A survey of first-year medical students at the University of Toronto shows that academic factors are viewed as the most stressful and social factors as the least stressful. Among anticipated sources of stress those dealing with perceived failure are highly stressful, and those dealing with sexual aspects of the doctor-patient relationship are much less so. Factor analysis reveals that sources of stress are multidimensional rather than unidimensional. Particular socio-demographic antecedent variables are much more highly correlated with stress than are others. In particular, it is found that students in subgroups differing from "mainstream" students feel more stress than their mainstream counterparts. Feelings of stress are also found to be positively related to possible consequences of stress, such as frequency of thinking about dropping out and to number of days off school because of illness.

Achievement↗
PubMed1975

Recruitment and progress of minority medical school entrants 1970-1972.

This is a report on a national study of minority group applicants and entrants to the 1970, 1971, and 1972 entering classes of U.S. medical colleges. The aim of the investigation was to further understanding of the factors involved in attempting to increase minority representation in education for the practice of medicine. Data from the Association of American Medical Colleges are used to examine characteristics of successful and unsuccessful minority applicants to medical school. Socieconomic, personal, institutiona, and geographical factors that relate to the recruitment and progress of minority students in medicine are analyzed and evaluated. Differences between Caucasian and minority group students affecting admissions, retention, and promotion are documented. The investigators also compare the projections of a 1970 AAMC task force report with actual occurrences in the national effort to expand educational opportunities in medicine for blacks and other underrepresented minority students (that is, American Indians, Mexican Americans, and mainland Puerto Ricans). This comparison shows substantial progress toward the projected figures but a need for renewed commitment if they are to be reached. Suggestions are offered for improving the recruitment and progress of minority medical school entrants by such means as the AAMC Simulated Minority Admissions Exercises and by ongoing programs at individual medical schools. The study also yielded such pertinent findings as the following: 1. Confirmation that the racial characterizations self-reported by medical school applicants have a high degree of accuracy and an increasing degree of completeness. 2. An encouraging increase in the number of black premedical students who will potentially apply for the medical school classes entering in 1976 and 1977. 3. Growth in the enrollment of low-income medical students, most of it explained by the increase in the numbers of minority group members who have been admitted in recent years. 4. More mobility among blacks than Caucasians with regard to attending medical schools in other than their region of legal residence. 5. A higher proportion of women, of older, and of married students among minority medical school matriculants than among Caucasian matriculants. 6. A slightly higher medical school retention rate for Caucasians than for students from underrepresented minority groups, possibly explained in part by the greater diversity in the socioeconomic and educational backgrounds of the latter. 7. A positive relationship for blacks between the size of undergraduate college attended and successful completion of the first year of medical school.

Black or African American↗
PubMed1975

Retention by sex and race of 1968-1972 U.S. medical school entrants.

With expanding class sizes and increased proportions of women and minority group medical students, questions are frequently asked concerning recent trends in retention and graduation rates. In this article the authors report on a national Association of American Medical Colleges study of new entrants in the 1968 through 1972 first-year classes of U.S. medical schools and place this study in historical perspective. They note that recent attrition rates are only about half that of the 9 percent reported in the last national AAMC study of 1949-1958 entrants. Although the retention rate for women and for underrepresented minorities is still slightly less than that for white males, the gap appears to be narrowing. Suggestions for optimum retention include: (a) enlarging the pool of minority applicants, (b) improving the techniques of student selection, and (c) increasing the flexibility of academic programs in the medical schools.

Achievement↗
PubMed1976

What happens to creative medical students?

A psychometric index of creative potential was devised by relating test scores to ratings of creativity in samples of architects, engineers, mathematicians, psychologists, and research scientists. A correlation of .45 was obtained between scores on this index and the criterion ratings in the total initial sample of 350 men. The tests used to compute scores on the index were also available for 284 first-year medical students being studied as physicians in a longitudinal inquiry on speciality choice and location of practice. The mean creativity score of the medical students was higher than that for any of the other samples. Within the array of means for medical specialty groups, psychiatrists ranked first and internists second. Students who failed to complete medical school also scored high, suggesting that dropping out is not just a matter of poor academic potential or unsuitability for a career in medicine.

Creativity↗
PubMed1987

Psychiatric interviews and psychological tests as predictors of medical students' success.

Psychiatric interviews carried out during the first year of four medical school classes of the University of Chicago School of Medicine (now Pritzker School of Medicine) during 1946 through 1949 were found to be statistically significant in predicting the students' graduation. However, the number of "false negatives" was high; that is, a large number of students predicted not to graduate did graduate. Psychological tests--consisting of personality, interest, and intelligence tests--were not statistically significant in predicting graduation. Neither the interviews nor the tests correctly predicted the students' mental or physical health or their occupational or marital adjustment as of 1982, as measured by replies to a questionnaire from more than 90 percent of the students in the original study who could be located. There is some subjective evidence that moderate degrees of anxiety, immaturity, and compulsivity are not associated with failure to complete medical school but that passivity, withdrawal, and weak motivation are. Although psychiatric interviewing of applicants is not now feasible because of legal restrictions, some of the findings of the study reported here may be useful for admission interviewers and as a basis for further research.

Achievement↗
PubMed1988

Comparison of performances of students in programs at LSU Medical School in Shreveport.

The purpose of the study reported here was to evaluate the performance of graduates of the accelerated six-year (combined B.S.-M.D. degree) program and compare it with that of graduates following the regular curriculum at the Louisiana State University School of Medicine in Shreveport. Cumulative medical school grade-point averages, scores on the Federation Licensing Examination, and failure rates for the two groups were compared; by these criteria, the six-year graduates performed adequately but not as well as expected from their high school credentials (the basis for their entry into the accelerated program). Advantages and disadvantages of the six-year program are discussed with respect to the students, the medical school, and the undergraduate college of LSU at Shreveport.

Curriculum↗
PubMed1989

Predicting the medical school progress of minority students who participated in a preparatory program.

The grade-point averages (GPAs), Medical College Admission Test (MCAT) scores, and Student Progress Committee (SPC) ratings of 75 minority students who had attended a preparatory program at Southern Illinois University School of Medicine at some period from 1976 through 1986 were analyzed to determine how these variables related to the retention and progress of these students in medical school. Although those retained had higher SPC ratings than those not retained, stepwise regression revealed that none of the variables predicted retention. The MCAT Reading score, however, was significantly higher for students who progressed on schedule; it was the only significant predictor of progress.

Education, Medical↗