Mathew Minu Mary, Thomas Kennedy Andrew
Department of Chemistry, Christ Junior College, Christ University, Hosur Road, Bengaluru 560029, Karnataka, India.
Centre for Education Beyond Curriculum, Christ (Deemed-to-be) University, Hosur Road, Bengaluru 560029, Karnataka, India.
Natl Med J India. 2018 Nov-Dec;31(6):356-363. doi: 10.4103/0970-258X.262905.
The assessment of the suitability of an individual for the profession of medical science is carried out worldwide on the basis of several yardsticks. While a few methods assess domain knowledge of sciences, others focus on evaluating the cognitive aptitude skills of the candidate, while few others assess communicative skills. Though it has been considered that the possession of an aptitude for the profession is a prerequisite, considering its strenuous demands from the candidate, a comprehensive assessment of these areas under the construct of medical aptitude has not been analysed so far, though medical aptitude has been socially defined. This article attempts to develop a comprehensive construct to 'Medical aptitude', meant for the pre-medical student, which has been encapsulated with respect to the areas of its assessment. We did an extensive survey of the literature pertaining to the mode of selection of students towards medical profession and analysed their areas of assessments for admittance. This enabled to identify similarities in the areas of assessment which were then classified under several domains of assessment. Special reference to the keywords involving 'Aptitude' and 'Medical Aptitude' was made. We analysed the definitions to the construct of aptitude from the literature with respect to its relevance in the profession of medical science to be possessed by the pre-medical aspirant-in context. From this, a new construct of medical aptitude was formulated incorporating the existing construct of medical aptitude. Medical aptitude is a comprehensive construct that encompasses the dimensions of a consistent core, a peripheral content and the support of a scaffold. Each of these dimensions have their importance and distinct objective in being assessed in the pre-medical student. A perfect intertwining of these 3 dimensions can prove beneficial in assessing individuals to be fit for the profession of medical science.
全球范围内，基于多种标准对个人是否适合医学专业进行评估。一些方法评估科学领域知识，另一些则侧重于评估候选人的认知能力技能，还有一些评估沟通技能。尽管一直认为具备该专业的能力是一个先决条件，但考虑到该专业对候选人的严格要求，尽管医学能力在社会层面已有定义，但迄今为止尚未对医学能力框架下这些领域进行全面评估。本文试图为医学预科学生构建一个“医学能力”的综合框架，并围绕其评估领域进行了总结。我们对与医学专业学生选拔方式相关的文献进行了广泛调研，并分析了他们入学评估的领域。这使得能够识别评估领域中的相似之处，然后将其归类到几个评估领域中。特别提及了涉及“能力”和“医学能力”的关键词。我们从文献中分析了能力框架的定义，以确定其与医学预科生应具备的医学专业能力的相关性。据此，结合现有的医学能力框架，制定了一个新的医学能力框架。医学能力是一个综合框架，包括一致的核心维度、外围内容维度和支架支持维度。在评估医学预科学生时，这些维度中的每一个都有其重要性和独特目标。这三个维度的完美交织对于评估个人是否适合医学专业可能是有益的。
