Kang Eunhee, Kim Ryan Jin Young, Park Young-Seok, Park Shin-Young, Lee Jihyun
Center for Future Dentistry, School of Dentistry, Seoul National University, Seoul, Republic of Korea.
Department of Dental Education, School of Dentistry & Dental Research Institute, Seoul National University, 103 Daehak-ro, Jongno-gu, Seoul, 03080, Republic of Korea.
BMC Med Educ. 2024 Dec 18;24(1):1474. doi: 10.1186/s12909-024-06495-8.
Given the critical role of health professionals in societal health, the development of robust and effective selection methods is of fundamental concern for educational institutions within the field of health sciences education. Conventionally, admission competencies have been determined by institutional authorities. Developing institution-specific competency criteria enables an admission process that is mission- and value-aware, evidence-based, and strategically adaptable. However, few schools have established their admission competency criteria, although the majority possess their own models of graduation competencies. This study reports the process of developing and validating an institution-specific admission competency model that addresses the need for evidence-based and mission-aligned selection processes that are distinct from standardized models.
This study was conducted in two phases, using both qualitative and quantitative analyses. Phase I involved constructing an admission competency model through a qualitative approach facilitated by workshops with 17 faculty members and 92 first-year pre-doctoral students of a dental school. Through constant comparative analysis, this phase focused on the extraction and refinement of competencies for entering dental students. In Phase II, a questionnaire developed from the workshops asked respondents to rate the importance of 47 attributes across 10 constructs on a 5-point Likert scale. A total of 301 individuals participated in the survey. Exploratory Factor Analysis (EFA) identified the factor structure, and Confirmatory Factor Analysis (CFA) examined construct validity and assessed the model fit with the data.
The EFA of the 47 attributes identified 10 factors, and the CFA results indicated a good-to-acceptable level of fit for the ten-factor model. Aligned with the American Association of Medical Colleges Premed competencies, this study identified unique attributes specific to the institution, such as confidence, leadership, and entrepreneurship. These findings highlight the importance of developing tailored competencies reflecting the unique needs of institutions and their fields.
This study demonstrates the feasibility and value of creating institution-specific admission competency models, offering a methodology that aligns with evidence-based mission-driven selection processes. The distinct competencies identified emphasize the need for educational institutions to consider unique institutional and field-specific requirements and move beyond standardized models to enhance the selection of medical students.
鉴于卫生专业人员在社会健康中发挥的关键作用，开发强大而有效的选拔方法是健康科学教育领域内教育机构的根本关注点。传统上，录取能力由机构当局确定。制定特定于机构的能力标准可实现一个具有使命和价值意识、基于证据且具有战略适应性的录取过程。然而，尽管大多数学校拥有自己的毕业能力模型，但很少有学校制定了录取能力标准。本研究报告了开发和验证一个特定于机构的录取能力模型的过程，该模型满足了对基于证据且与使命一致的选拔过程的需求，该过程不同于标准化模型。
本研究分两个阶段进行，采用定性和定量分析。第一阶段通过与一所牙科学院的17名教员和92名一年级博士前学生进行研讨会，采用定性方法构建录取能力模型。通过持续比较分析，该阶段侧重于提取和完善牙科新生的能力。在第二阶段，根据研讨会开发的问卷要求受访者在5点李克特量表上对10个结构中的47个属性的重要性进行评分。共有301人参与了调查。探索性因素分析（EFA）确定了因素结构，验证性因素分析（CFA）检验了结构效度并评估了模型与数据的拟合度。
对47个属性的探索性因素分析确定了10个因素，验证性因素分析结果表明十因素模型的拟合度处于良好到可接受的水平。与美国医学院协会的医学预科能力相一致，本研究确定了该机构特有的独特属性，如自信、领导力和创业精神。这些发现凸显了开发反映机构及其领域独特需求的定制能力的重要性。
本研究证明了创建特定于机构的录取能力模型的可行性和价值，提供了一种与基于证据的使命驱动选拔过程相一致的方法。确定的独特能力强调教育机构需要考虑独特的机构和特定领域要求，并超越标准化模型以加强医学生的选拔。
