Hall M L, Stocks M T
Public Service Administration Program, Sage Graduate School, Albany, New York.
Acad Med. 1995 Mar;70(3):230-5. doi: 10.1097/00001888-199503000-00015.
The primary purpose of this study was to determine whether a relationship existed between the quantities of undergraduate science education completed by medical students and their subsequent preclinical performances in medical school. The secondary purpose of the study was to determine the nature of any relationship present and to re-verify standard predictors of preclinical performance in medical school.
This study was undertaken at Albany Medical College in conjunction with Sage Graduate School, Albany, New York. The analysis encompassed 120 systematically and 80 randomly selected medical student academic records (200 total cases) from the entering classes of 1977 through 1992. Twelve distinct variables were collected. Data transformations were completed as required, and the data subsequently standardized. Standard descriptive statistics, correlation between variables, t-tests between systematically and randomly selected groups, and factor analysis were performed on the data collected.
It was determined that there was no significant relationship between total hours of undergraduate science completed and average preclinical performance in medical school. In addition, correlation between subdivisions of total hours of undergraduate science (total hours of chemistry, total hours of biology, total hours of math, and total hours of physics) and subdivisions of average preclinical performance (year-one preclinical performance and year-two preclinical performance) also proved to be nonsignificant. However, significant relationships between average preclinical performance and its subdivisions and other standard predictors of preclinical performance (Medical College Admission Test score and science grade-point average) were found to be in line with values in recent literature. In addition, significant relationships were found with the National Board of Medical Examiners Part I examination. Factor analysis of all variables yielded three underlying factors: medical school preclinical performance factor, undergraduate performance factor, and quantity of non-life-sciences factor.
Quantity of science-based undergraduate premedical education, either in its entirety or in subdivisions, did not materially affect the performances of the selected medical school students in their preclinical years of medical school.
本研究的主要目的是确定医学生完成的本科理科教育数量与其随后在医学院校的临床前表现之间是否存在关联。该研究的次要目的是确定所存在的任何关联的性质，并重新验证医学院校临床前表现的标准预测指标。
本研究在纽约州奥尔巴尼市的奥尔巴尼医学院与塞奇研究生院联合开展。分析涵盖了1977年至1992年入学班级中系统选取的120份和随机选取的80份医学生学术记录（共200个案例）。收集了12个不同的变量。根据需要完成数据转换，随后对数据进行标准化处理。对收集到的数据进行了标准描述性统计、变量间相关性分析、系统选取组与随机选取组之间的t检验以及因子分析。
确定完成的本科理科总时长与医学院校临床前平均表现之间不存在显著关联。此外，本科理科总时长的细分项（化学总时长、生物学总时长、数学总时长和物理总时长）与临床前平均表现的细分项（一年级临床前表现和二年级临床前表现）之间的相关性也被证明不显著。然而，发现临床前平均表现及其细分项与临床前表现的其他标准预测指标（医学院入学考试成绩和理科平均绩点）之间的显著关联与近期文献中的数值一致。此外，还发现与美国医学考试委员会第一部考试存在显著关联。对所有变量进行因子分析得出三个潜在因子：医学院校临床前表现因子、本科表现因子和非生命科学数量因子。
基于理科的本科医学预科教育的数量，无论是整体还是细分项，均未对所选医学院校学生在医学院校临床前阶段的表现产生实质性影响。
