McMaster Program for Education Research, Innovation, and Theory (MERIT), Faculty of Health Sciences, McMaster University, Hamilton, Canada.
School of Health Professions Education (SHE), Maastricht University, Maastricht, The Netherlands.
Adv Health Sci Educ Theory Pract. 2022 May;27(2):475-489. doi: 10.1007/s10459-022-10097-8. Epub 2022 Feb 16.
This study examines the way in which student characteristics and pre-admissions measures are statistically associated with the likelihood a student will require remediation for academic and professionalism offenses. We anchor our inquiry within Irby and Hamstra's (2016) conceptual framework of constructs of professionalism. Data from five graduating cohorts (2014-2018) from McMaster University (Hamilton, Canada) (N = 1,021) were retroactively collected and analyzed using traditional and multinominal logistic regression analyses. The relationship among student characteristics, pre-admissions variables, and referral for potential remediation both by occurrence (yes/no) as well as type (academic/professional/no referral) were examined separately. Findings indicate that gender (OR = 0.519, 95% CI 0.326-0.827, p < 0.01) and undergraduate grade point average (GPA) (OR = 0.245, 95% CI 0.070-0.855, p < 0.05) were significantly associated with instances of referral for potential professionalism and academic remediation, respectively. Women were less likely than men to require remediation for professionalism (OR = 0.332, 95% CI 0.174-0.602, p < 0.001). Undergraduate GPAs (OR = 0.826, 95% CI 0.021-0.539, p < 0.01) were significantly associated with remediation for academic reasons. Lower undergraduate GPAs were associated with a higher likelihood of remediation. These findings point to the admissions variables that are associated with instances that prompt referral for potential remediation. Where associations are not significant, we consider the application of different conceptualizations of professionalism across periods of admissions and training. We encourage those involved in applicant selection and student remediation to emphasize the importance of the interactions that occur between personal and contextual factors to influence learner behaviour and professional identity formation.
本研究考察了学生特征和入学前指标与学生因学术和职业违规而需要补救的可能性之间的统计关联。我们的研究依据是 Irby 和 Hamstra（2016 年）的专业概念框架中的专业构建概念。我们回溯性地收集了来自加拿大汉密尔顿麦克马斯特大学的五个毕业班级（2014-2018 年）的数据（N=1021），并使用传统和多项逻辑回归分析进行了分析。我们分别检查了学生特征、入学前变量与潜在补救措施之间的关系，包括发生情况（是/否）以及类型（学术/职业/无补救）。研究结果表明，性别（OR=0.519，95%CI 0.326-0.827，p<0.01）和本科平均绩点（OR=0.245，95%CI 0.070-0.855，p<0.05）与职业和学术补救的潜在推荐分别显著相关。与男性相比，女性因职业（OR=0.332，95%CI 0.174-0.602，p<0.001）和学术（OR=0.826，95%CI 0.021-0.539，p<0.01）原因需要补救的可能性较小。本科平均绩点（OR=0.826，95%CI 0.021-0.539，p<0.01）与学术补救显著相关。较低的本科平均绩点与更高的补救可能性相关。这些发现指出了与潜在补救推荐相关的入学变量。在没有关联的情况下，我们考虑在招生和培训期间应用不同的专业概念。我们鼓励那些参与申请人选拔和学生补救的人强调个人和背景因素之间的相互作用对影响学习者行为和职业身份形成的重要性。
