Andreou Vasiliki, Eggermont Jan, Gielis Guy, Schoenmakers Birgitte
Department of Public Health and Primacy Care, Academic Center for General Practice, KU Leuven, Kapucijnenvoer 33 Blok j-Box 7001, 3000, Leuven, Belgium.
Department of Cellular and Molecular Medicine, KU Leuven, 3000, Leuven, Belgium.
BMC Med Educ. 2020 Aug 10;20(1):261. doi: 10.1186/s12909-020-02184-4.
Efficient selection of medical students in GP training plays an important role in improving healthcare quality. The aim of this study was to collect quantitative and qualitative validity evidence of a multicomponent proficiency-test for identifying underperforming students in cognitive and non-cognitive competencies, prior to entering postgraduate GP Training. From 2016 to 2018, 894 medical GP students in four Flemish universities in Belgium registered to take a multicomponent proficiency-test before admission to postgraduate GP Training. Data on students were obtained from the proficiency-test as a test-score and from traineeship mentors' narrative reports.
In total, 849 students took the multicomponent proficiency-test during 2016-2018. Test scores were normally distributed. Five different descriptive labels were extracted from mentors' narrative reports based on thematic analysis, considering both cognitive and non-cognitive competences. Chi-square tests and odds ratio showed a significant association between students scoring low on the proficiency-test and having gaps in cognitive and non-cognitive competencies during GP traineeship.
A multicomponent proficiency-test could detect underperforming students prior to postgraduate GP Training. Students that ranked in the lowest score quartile had a higher likelihood of being labelled as underperforming than students in the highest score quartile. Therefore, a low score in the multicomponent proficiency-test could indicate the need for closer guidance and early remediating actions focusing on both cognitive and non-cognitive competencies.
在全科医生培训中有效选拔医学生对提高医疗质量起着重要作用。本研究的目的是收集一项多成分能力测试的定量和定性效度证据，以在研究生阶段的全科医生培训入学前识别认知和非认知能力表现不佳的学生。2016年至2018年，比利时四所佛兰芒大学的894名医学生在进入研究生阶段的全科医生培训前报名参加了一项多成分能力测试。学生数据来自能力测试的成绩以及实习导师的叙述性报告。
2016年至2018年期间，共有849名学生参加了多成分能力测试。测试成绩呈正态分布。基于主题分析，从导师的叙述性报告中提取了五个不同的描述性标签，同时考虑了认知和非认知能力。卡方检验和优势比显示，在能力测试中得分较低的学生与全科医生实习期间在认知和非认知能力方面存在差距之间存在显著关联。
一项多成分能力测试可以在研究生阶段的全科医生培训前检测出表现不佳的学生。得分处于最低四分位数的学生比得分处于最高四分位数的学生更有可能被标记为表现不佳。因此，多成分能力测试中的低分可能表明需要更密切的指导以及针对认知和非认知能力的早期补救措施。
