Hulsman Robert L, van der Ende Josje S J, Oort Frans J, Michels Robert P J, Casteelen Gerty, Griffioen Francisca M M
Department of Medical Psychology, Academic Medical Centre, University of Amsterdam, Amsterdam, The Netherlands.
Med Educ. 2007 Apr;41(4):369-77. doi: 10.1111/j.1365-2929.2007.02708.x.
In 2000 our medical school introduced a selection procedure (SP) for 10% of the otherwise randomly selected (RS) applicants. Students with excellent high school grade point averages (GPAs) were allowed direct access (DA) to our medical school. The selection procedure focused on medical comprehension, social and ethical understanding of health care, and communication and interpersonal skills. Objectives We aimed to establish how SP students compared with RS and DA students on motivation, academic achievement, study behaviour and extracurricular activities, and how these variables were interrelated within these groups.
In 2003, all Year 1 and 2 students were given a questionnaire on motivation, study behaviour and extra-curricular activities. Primary year GPAs were obtained from our administration department. Student groups were compared using descriptive statistics. The interrelationship between outcomes was tested using structural equation modelling.
The questionnaire was returned by 418 students (76%). Selection procedure students were significantly more highly motivated (59.4) than RS students (56.6) and DA students (52.1). This was not reflected in academic achievement (6.7), which was highest among DA students (7.2). Selection procedure students carried out more extra-curricular activities, often health care-related, and displayed more study behaviour. Academic achievement could not be explained by motivation and study behaviour but motivation affected study behaviour and health care-related extra-curricular activities.
The more profound commitment of selected students to health care is not primarily reflected in academic achievement but in motivation, extra-curricular activities and study behaviour. Follow-up research including all pre-clinical and clinical years should demonstrate the stability of these characteristics and their effects on graduates' post-qualification clinical performance as practising doctors.
2000年，我们医学院针对10%原本通过随机选拔（RS）的申请者引入了一种选拔程序（SP）。高中平均绩点（GPA）优异的学生可直接进入（DA）我们医学院。选拔程序侧重于医学理解、对医疗保健的社会和伦理理解以及沟通与人际交往能力。目标我们旨在确定通过选拔程序的学生在动机、学业成绩、学习行为和课外活动方面与随机选拔和直接进入的学生相比如何，以及这些变量在这些群体中是如何相互关联的。
2003年，向所有一年级和二年级学生发放了一份关于动机、学习行为和课外活动的问卷。从我们的行政部门获取一年级的GPA。使用描述性统计对学生群体进行比较。使用结构方程模型测试结果之间的相互关系。
418名学生（76%）返回了问卷。通过选拔程序的学生比随机选拔的学生（56.6）和直接进入的学生（52.1）积极性显著更高（59.4）。这在学业成绩（6.7）中并未体现出来，学业成绩在直接进入的学生中最高（7.2）。通过选拔程序的学生开展了更多课外活动，通常与医疗保健相关，并且表现出更多的学习行为。动机和学习行为无法解释学业成绩，但动机影响学习行为和与医疗保健相关的课外活动。
入选学生对医疗保健更深厚的投入主要不是体现在学业成绩上，而是体现在动机、课外活动和学习行为上。包括所有临床前和临床阶段的后续研究应证明这些特征的稳定性及其对毕业生作为执业医生资格后临床表现的影响。
