Kalishman S, Santo-Gomez L
Longitudinal Evaluation Project (LEP), University of New Mexico School of Medicine, Albuquerque 87131.
Acad Med. 1990 Nov;65(11):704-5. doi: 10.1097/00001888-199011000-00015.
The enrollment records of 380 medical students from the graduating class of 1983-1988 at a four-year medical school were compared with the students' performances on two measures, third-year clinical rotation grades and National Board of Medical Examiners Part II examination (NBME-II) scores. Thirty-seven students (9.7%) interrupted their progress through medical school for negative (school-initiated, academic) reasons or neutral (student-initiated, nonacademic, or personal) reasons. On both performance measures, the students in the neutral group performed similarly to regular-progress students and significantly better than students who interrupted their attendance in medical school for negative reasons.
对一所四年制医学院1983 - 1988届毕业班380名医学生的入学记录，与这些学生在两项指标上的表现进行了比较，这两项指标分别是三年级临床轮转成绩和美国国家医学考试委员会第二部分考试（NBME-II）的分数。37名学生（9.7%）因负面（学校发起的学术方面）原因或中性（学生发起的非学术或个人）原因中断了医学院的学业进程。在这两项表现指标上，中性组的学生表现与正常学业进展的学生相似，且显著优于因负面原因中断医学院学习的学生。
