Skip to main content
SpringerLink
Log in

Widening perspectives: reframing the way we research selection

  • Published:
Advances in Health Sciences Education Aims and scope Submit manuscript

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

References

  • Armstrong, E. G., & Sylvia, J. B. (2006). Using an outcomes-logic-model approach to evaluate a faculty development program for medical educators. Academic Medicine, 81(5), 483–488.

    Article  Google Scholar 

  • Association of American Medical Colleges. (2015). https://www.aamc.org/download/321470/data/factstablea7.pdf.

  • Bandiera, G., Maniate, J., Hanson, M. D., Woods, N., & Hodges, B. (2015). Access and selection: Canadian perspectives on who will be good doctors and how to identify them. Academic Medicine, 90(7), 946–952.

    Article  Google Scholar 

  • Baxter, S., et al. (2010). Synthesizing diverse evidence: The use of primary qualitative data analysis methods and logic models in public health reviews. Public Health, 124(2), 99–106.

    Article  Google Scholar 

  • Boelen, C., & Woollard, B. (2009). Social accountability and accreditation: A new frontier for educational institutions. Medical Education, 43(9), 887–894.

    Article  Google Scholar 

  • Caracelli, V. J., & Greene, J. C. (1997). Crafting mixed-method evaluation designs. New directions for evaluation, 1997(74), 19–32.

    Article  Google Scholar 

  • Cleland, J. A., Nicholson, S., Kelly, N., & Moffat, M. (2015). Taking context seriously: Explaining widening access policy enactments in UK medical schools. Medical Education, 49(1), 25–35.

    Article  Google Scholar 

  • Common University Data Ontario. (2014). Retrieved June 18, 2016. URL: http://cudo.cou.on.ca/page.php?id=7&table=9#univ=25,28,42&topic=B&table_hidden=5&r=1729&g2=80&y=2014) and http://www.mcmaster.ca/avpira/cudo/20142015/20142015B.html.

  • Cooksy, L. J., Gill, P., & Kelly, P. A. (2001). The program logic model as an integrative framework for a multimethod evaluation. Evaluation and Program Planning, 24(2), 119–128.

    Article  Google Scholar 

  • Crawford, C. (2014). Socio-economic differences in university outcomes in the UK: Drop-out, degree completion and degree class. In IFS working paper W14/31. Institute for Fiscal Studies.

  • Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage publishers.

    Google Scholar 

  • Dudek, N. L., Marks, M. B., & Regehr, G. (2005). Failure to fail: The perspectives of clinical supervisors. Academic Medicine, 80(10), S84–S87.

    Article  Google Scholar 

  • Dunleavy, D. M., Kroopnick, M. H., Dowd, K. W., Searcy, C. A., & Zhao, X. (2013). The predictive validity of the MCAT exam in relation to academic performance through medical school: A national cohort study of 2001–2004 matriculants. Academic Medicine, 88(5), 666–671.

    Article  Google Scholar 

  • Entry Requirements for UK Medical School. (2017). URL: http://www.medschools.ac.uk/SiteCollectionDocuments/MSC-Entry-requirements-for-UK-medical-schools.pdf.

  • Epstein, R. M., & Hundert, E. M. (2002). Defining and assessing professional competence. JAMA, 287(2), 226–235.

    Article  Google Scholar 

  • Experience Queen’s undergraduate Admission. (2016). URL: http://www.queensu.ca/admission/apply-high-school/competitive-averages-admission-consideration.

  • Ferguson, E., James, D., & Madeley, L. (2002). Factors associated with success in medical school: Systematic review of the literature. British Medical Journal, 324(7343), 952–957.

    Article  Google Scholar 

  • Frank, J. R., & Danoff, D. (2007). The CanMEDS initiative: implementing an outcomes-based framework of physician competencies. Medical Teacher, 29(7), 642–647.

    Article  Google Scholar 

  • Garces, L. M., & Mickey-Pabello, D. (2015). Racial diversity in the medical profession: The impact of affirmative action bans on underrepresented student of color matriculation in medical schools. The Journal of higher education, 86(2), 264.

    Article  Google Scholar 

  • Greene, J. C., Benjamin, L., & Goodyear, L. (2001). The merits of mixing methods in evaluation. Evaluation, 7(10), 25–44.

    Article  Google Scholar 

  • Griffin, B., & Hu, W. (2015). The interaction of socio-economic status and gender in widening participation in medicine. Medical Education, 49(1), 103–113.

    Article  Google Scholar 

  • Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Research, 33(7), 14–26.

    Article  Google Scholar 

  • Jolly, P. (2008). Diversity of US medical students by parental income. AAMC Analysis in Brief, 8(2), 1–2.

    Google Scholar 

  • Jones, S. (2012). The personal statement: A fair way to assess university applicants. London: Sutton Trust Publ.

    Google Scholar 

  • Keith, L., & Hollar, D. (2012). A social and academic enrichment program promotes medical school matriculation and graduation for disadvantaged students. Education Health, 25(1), 55–63.

    Article  Google Scholar 

  • Kim, T., Chang, J., Myung, S. J., et al. (2016). Predictors of undergraduate and postgraduate clinical performance: A longitudinal cohort study. Journal of Surgical Education, 73(4), 715–720.

    Article  Google Scholar 

  • Kirch, D. (2012). Transforming admissions: The gateway to medicine. JAMA, 308(21), 2250–2251.

    Article  Google Scholar 

  • Kraft, H. G., Lamina, C., Kluckner, T., Wild, C., & Prodinger, W. M. (2013). Paradise lost or paradise regained? Changes in admission system affect academic performance and drop-out rates of medical students. Medical Teacher, 35(5), e1123–e1129.

    Article  Google Scholar 

  • Kreiter, C. D. (2013). A proposal for evaluating the validity of holistic-based admission processes. Teaching and learning in medicine, 25(1), 103–107.

    Article  Google Scholar 

  • Kreiter, C. D., & Otaki, J. (2015). Constructing a more comprehensive validity argument for medical school admission testing: Predicting long-term outcomes. Teaching and Learning in Medicine, 27(2), 197–200.

    Article  Google Scholar 

  • Larkins, S., Michielsen, K., Iputo, J., Elsanousi, S., Mammen, M., Graves, L., et al. (2015). Impact of selection strategies on representation of underserved populations and intention to practise: International findings. Medical Education, 49(1), 60–72.

    Article  Google Scholar 

  • Mathers, J., Sitch, A., & Parry, J. (2016). Population-based longitudinal analyses of offer likelihood in UK medical schools. Medical Education, 50(6), 612–623.

    Article  Google Scholar 

  • McManus, I. C., Dewberry, C., Nicholson, S., & Dowell, J. S. (2013a). The UKCAT-12 study: Educational attainment, aptitude test performance, demographic and socio-economic contextual factors as predictors of first year outcome in a cross-sectional collaborative study of 12 UK medical schools. BMC Medicine, 11(1), 1.

    Article  Google Scholar 

  • McManus, I. C., Dewberry, C., Nicholson, S., Dowell, J. S., Woolf, K., & Potts, H. W. (2013b). Construct-level predictive validity of educational attainment and intellectual aptitude tests in medical student selection: Meta-regression of six UK longitudinal studies. BMC Medicine, 11(1), 1.

    Article  Google Scholar 

  • Mitchell, K. J. (1990). Traditional predictors of performance in medical school. Academic Medicine, 65(3), 149–158.

    Article  Google Scholar 

  • Norcini, J., Anderson, B., Bollela, V., Burch, V., Costa, M. J., Duvivier, R., et al. (2011). Criteria for good assessment: consensus statement and recommendations from the Ottawa 2010 conference. Medical Teacher, 33(3), 206–214.

    Article  Google Scholar 

  • O’Connell, J., Gardner, G., & Coyer, F. (2014). Beyond competencies: Using a capability framework in developing practice standards for advanced practice nursing. Journal of Advanced Nursing, 70(12), 2728–2735.

    Article  Google Scholar 

  • Ogg, T., Zimdars, A., & Heath, A. (2009). Schooling effects on degree performance: A comparison of the predictive validity of aptitude testing and secondary school grades at Oxford University. British Educational Research Journal, 35(5), 26.

    Article  Google Scholar 

  • Ontario Secondary School Admissions Requirements. (2015). URL: http://welcome.uwo.ca/PDFs/ON_req_chart_2015.pdf.

  • Ontario Universities Application Centre. (2016). URL: http://www.ouac.on.ca/statistics/orpas-application-statistics/.

  • Parry, J., Mathers, J., Stevens, A., Parsons, A., Lilford, R., Spurgeon, P., et al. (2006). Admissions processes for five year medical courses at English schools: Review. BMJ, 332(7548), 1005–1009.

    Article  Google Scholar 

  • Patterson, F., Knight, A., Dowell, J., Nicholson, S., Cousans, F., & Cleland, J. (2016). How effective are selection methods in medical education? A systematic review. Medical Education, 50(1), 36–60.

    Article  Google Scholar 

  • Powis, D., Hamilton, J., & McManus, I. C. (2007). Widening access by changing the criteria for selecting medical students. Teaching and Teacher Education, 23(8), 1235–1245.

    Article  Google Scholar 

  • Prideaux, David, Roberts, Chris, Eva, Kevin, Centeno, Angel, Mccrorie, Peter, Mcmanus, Chris, et al. (2011). Assessment for selection for the health care professions and specialty training: Consensus statement and recommendations from the Ottawa 2010 conference. Medical Teacher, 33(3), 215–223.

    Article  Google Scholar 

  • Puddey, I. B., & Mercer, A. (2014). Predicting academic outcomes in an Australian graduate entry medical programme. BMC Medical Education, 14(1), 1.

    Article  Google Scholar 

  • Rubio, D. M., Schoenbaum, E. E., Lee, L. S., Schteingart, D. E., Marantz, P. R., Anderson, K. E., et al. (2010). Defining translational research: Implications for training. Academic Medicine: Journal of the Association of American Medical Colleges, 85(3), 470.

    Article  Google Scholar 

  • Savaya, R., & Waysman, M. (2005). The logic model; A tool for incorporating theory in development and evaluation of programs. Administration in Social Work, 29(2), 85–103.

    Article  Google Scholar 

  • Schuwirth, L., & Van der Vlueten, Van. (2011). Programmatic assessment: From assessment of learning to assessment for learning. Medical Teacher, 33, 478–485.

    Article  Google Scholar 

  • Selecting for Excellence Executive Group. (2014). Selecting for excellence final report. Retrieved from Medical Schools Council website: http://www.medschools.ac.uk/AboutUs/Projects/Widening-Participation/Selecting-for-Excellence/Pages/Selecting-for-Excellence.aspx.

  • Southgate, E., Kelly, B. J., & Symonds, I. M. (2015). Disadvantage and the ‘capacity to aspire’ to medical school. Medical Education, 49(1), 73–83.

    Article  Google Scholar 

  • Strasser, R., Hogenbirk, J. C., Minore, B., Marsh, D. C., Berry, S., Mccready, W. G., et al. (2013). Transforming health professional education through social accountability: Canada’s Northern Ontario School of Medicine. Medical Teacher, 35(6), 490–496.

    Article  Google Scholar 

  • Taylor, C. A., Green, K. E., & Spruce, A. (2015). Evaluation of the effect of socio-economic status on performance in a multiple mini interview for admission to medical school. Medical Teacher, 37(1), 59–63.

    Article  Google Scholar 

  • Thiele, T., Pope, D., Singleton, A., & Stanistreet, D. (2016). Role of students’ context in predicting academic performance at a medical school: A retrospective cohort study. BMJ Open, 6(3), e010169.

    Article  Google Scholar 

  • Tiffin, P. A., Dowell, J. S., & McLachlan, J. C. (2012). Widening access to UK medical education for under represented socio-economic groups: Modeling the impact of the UKCAT in the 2009 cohort. British Medical Journal, 344, e1805.

    Article  Google Scholar 

  • Tonesk, X., & Buchanan, R. G. (1987). An AAMC pilot study by 10 medical schools of clinical evaluation of students. Academic Medicine, 62(9), 707–718.

    Article  Google Scholar 

  • UCAS. (2016). URL: https://www.ucas.com/corporate/data-and-analysis/ucas-undergraduate-releases/2016-cycle-applicant-figures-%E2%80%93-january.

  • White, C. (2015). Widening access to the medical profession. BMJ Careers. URL: http://careers.bmj.com/careers/advice/Widening_access_to_the_medical_profession.

  • Wholey, J. S. (1987). Evaluability assessment: Developing program theory. New Directions for Program Evaluation, 1987(3), 77–92.

    Article  Google Scholar 

  • Witzburg, R. A., & Sondheimer, H. M. (2013). Holistic review—Shaping the medical profession one applicant at a time. New England Journal of Medicine, 368(17), 1565–1567.

    Article  Google Scholar 

  • Wright, S. (2015). Medical school personal statements: a measure of motivation or proxy for cultural privilege? Advances in Health Science Education: Theory and Practice, 20(3), 627–643.

    Article  Google Scholar 

  • Young, M. E., Razack, S., Hanson, M. D., Slade, S., Varpio, L., Dore, K. L., et al. (2012). Calling for a broader conceptualization of diversity: Surface and deep diversity in four Canadian medical schools. Academic Medicine, 87(11), 1501–1510.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Program for Educational Research and Development, Departments of Medicine and Obstetrics & Gynecology , McMaster University, 5003c DBHSC, 1280 Main St. W., Hamilton, ON, L8S 4K1, Canada

    Kelly L. Dore

  2. Sydney Medical School, University of Sydney, Sydney, NSW, Australia

    Chris Roberts

  3. Toronto East General, University of Toronto, Toronto, ON, Canada

    Sarah Wright

Authors
  1. Kelly L. Dore
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Chris Roberts
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Sarah Wright
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Kelly L. Dore.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Dore, K.L., Roberts, C. & Wright, S. Widening perspectives: reframing the way we research selection. Adv in Health Sci Educ 22, 565–572 (2017). https://doi.org/10.1007/s10459-016-9730-5

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10459-016-9730-5

Keywords

Search

Navigation