Medical education · 2010
Supporting student-doctors from under-resourced educational backgrounds: an academic development programme.
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Sikakana Cynthia N T
Аннотация
OBJECTIVES: Increased student diversity in medical schools is considered necessary. However, very few medical school applicants from under-resourced educational backgrounds achieve competitive academic entrance scores. Pre-admission development programmes that aim to produce competitive applicants may be inefficient in countries where under-represented communities are majority populations. This study set out to determine: (i) whether an academic development programme (ADP) integrated into an existing South African medical training programme retained ADP students and enabled them to graduate within a reasonable period of time; (ii) the academic impact of the ADP, and (iii) whether performance in high school matriculation examinations predicted performance in medical school.
METHODS: This retrospective study analysed records of medical students admitted between 1991 and 2001. Non-ADP and ADP students were compared with respect to: student retention; time to graduation; matriculation scores, and performance in medical school. The association between matriculation scores and third-year examination results was determined.
RESULTS: The average student retention rates for the non-ADP (1992-2001) and ADP (1991-2000) cohorts were 92% and 70%, respectively. Non-ADP and ADP students who graduated were compared with respect to four parameters: the mean additional time required to graduate by each group was 0.16 years (95% confidence interval [CI] 0.13-0.18) and 0.38 years (0.27-0.48), respectively. Mean matriculation scores were 44.5 (95% CI 44.4-44.7) and 37.4 (95% CI 37.0-37.7) points, respectively (effect size = 3.2). Mean marks for third-year courses were 65.0% (95% CI 64.6-65.4) and 58.7% (95% CI 57.7-59.6), respectively (effect size = 1.0). Mean marks for final-year courses were 68.3% (95% CI 68.1-68.5) and 64.2% (95% CI 63.6-64.7), respectively; the effect size remained constant at 1.2. Third-year marks for non-ADP and ADP students, respectively, showed moderate (11%) and low (3%) association with matriculation scores.
CONCLUSIONS: Although the retention of ADP students was lower than that of non-ADP students, the ADP enabled those who graduated to overcome the effects of under-resourced schooling and to perform well in final-year examinations.
METHODS: This retrospective study analysed records of medical students admitted between 1991 and 2001. Non-ADP and ADP students were compared with respect to: student retention; time to graduation; matriculation scores, and performance in medical school. The association between matriculation scores and third-year examination results was determined.
RESULTS: The average student retention rates for the non-ADP (1992-2001) and ADP (1991-2000) cohorts were 92% and 70%, respectively. Non-ADP and ADP students who graduated were compared with respect to four parameters: the mean additional time required to graduate by each group was 0.16 years (95% confidence interval [CI] 0.13-0.18) and 0.38 years (0.27-0.48), respectively. Mean matriculation scores were 44.5 (95% CI 44.4-44.7) and 37.4 (95% CI 37.0-37.7) points, respectively (effect size = 3.2). Mean marks for third-year courses were 65.0% (95% CI 64.6-65.4) and 58.7% (95% CI 57.7-59.6), respectively (effect size = 1.0). Mean marks for final-year courses were 68.3% (95% CI 68.1-68.5) and 64.2% (95% CI 63.6-64.7), respectively; the effect size remained constant at 1.2. Third-year marks for non-ADP and ADP students, respectively, showed moderate (11%) and low (3%) association with matriculation scores.
CONCLUSIONS: Although the retention of ADP students was lower than that of non-ADP students, the ADP enabled those who graduated to overcome the effects of under-resourced schooling and to perform well in final-year examinations.