Van Winkle L J, Perhac P A
Chicago College of Osteopathic Medicine, Midwestern University, Downers Grove, IL 60515, USA.
Acad Med. 1996 May;71(5):508-10. doi: 10.1097/00001888-199605000-00025.
To determine whether an academically intense program simulating six weeks of medical school could identify underrepresented-minority students at apparent academic risk who might actually have the time-management and other skills needed to succeed in medical school.
In the summer of 1995, 16 premedical students from minorities underrepresented in medicine participated in a six-course, six-week program at the Chicago College of Osteopathic Medicine. Academic credentials prior to participation in the program and performances in the program were compared for students subsequently offered or denied admission to the Chicago College of Osteopathic Medicine. Statistical methods included use of Student's t-test and Pearson correlation coefficients.
Of the 16 participants, eight passed at least five courses and were accepted for early admission to the medical school; seven failed two or more courses and were denied admission; and one did not complete the program. The accepted and denied groups could be distinguished statistically by their overall performances in the program, and their performances in four of the six courses, but not by their performances prior to the program: the accepted students had a mean grade-point average of 2.68, SEM, 0.07, versus 2.66, SEM, 0.07, for the denied students, and a mean total Medical College Admission Test score of 16.2, SEM, 0.5, versus 17.0, SEM, 0.7.
Programs such as the one at the Chicago College of Osteopathic Medicine might be relatively inexpensive ways for medical schools and underrepresented-minority students at apparent academic risk to learn whether the students are, nevertheless, prepared to succeed academically in medical school.
确定一个模拟六周医学院课程强度的学术项目是否能够识别那些看似有学业风险，但实际上具备在医学院取得成功所需的时间管理及其他技能的少数族裔学生。
1995年夏天，16名医学领域代表性不足的少数族裔医学预科学生参加了芝加哥整骨医学院为期六周、包含六门课程的项目。比较了这些学生在参加该项目之前的学术资质以及在项目中的表现，这些学生随后有的被芝加哥整骨医学院录取，有的未被录取。统计方法包括使用学生t检验和皮尔逊相关系数。
16名参与者中，8人至少通过了五门课程并被医学院提前录取；7人有两门或更多课程不及格且未被录取；1人未完成该项目。录取组和未录取组在项目中的总体表现以及六门课程中的四门课程表现上在统计学上有显著差异，但在项目之前的表现上没有差异：被录取学生的平均绩点为2.68，标准误为0.07，而未被录取学生的平均绩点为2.66，标准误为0.07；被录取学生的医学院入学考试平均总成绩为16.2，标准误为0.5，而未被录取学生为17.0，标准误为0.7。
像芝加哥整骨医学院的这样的项目，对于医学院以及看似有学业风险的少数族裔学生而言，可能是相对低成本的方式，用以了解这些学生是否具备在医学院取得学业成功的准备。
