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Research article
Ahmet Murt
Istanbul University Cerrahpasa Faculty of Medicine: Istanbul Universitesi-Cerrahpasa Cerrahpasa Tip Fakultesi
Corresponding Author
ORCiD: https://orcid.org/0000-0002-1948-2914
License:
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Background
Medical educators and assessors like to include predictive validity in their validity arguments but relevant evidence may be difficult to find. External standardized examinations may have a role in validating both the educational process of medical schools and their assessment results and outcomes. A strong correlation between medical school and external exam performances may also lend evidence of validity to the external examination. This work from one of Turkey’s top medical schools explored the correlations between students’ medical school performances and scores from the Specialization in Medicine Exam (TUS). The TUS is a post-graduate national ranking examination.
Methods
A total of 246 students from two different programs of a medical school, which have identical curricula but different admission scores were studied retrospectively. Students’ year based Grade Point Averages (GPAs) and end-of-school (graduating) GPAs were calculated using a weighted mean method. Bivariate correlations were calculated between year specific GPAs, graduating GPAs and TUS scores.
Results
Students’ inter-year GPAs showed strong significant correlations (“r” ranging from 0.59 to 0.86, p < 0.001). Their graduating GPA also had a strong significant correlation with TUS scores (r = 0.65, p < 0.001). Linear regression models showed the significant relation between medical school performance and post-graduation national exam performance.
Conclusion
Student success has a high degree of consistency throughout the medical school and students’ performance across all domains of assessment in the undergraduate program might be a good predictor of cognitive skills in an external national examination in the early postgraduate phase.
Keywords
Medical school performance, external exams, assessment, validity
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A new preprint design is coming!
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This preprint is under consideration at BMC Medical Education. A preprint is a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Learn more about In Review
Research article
Ahmet Murt
Istanbul University Cerrahpasa Faculty of Medicine: Istanbul Universitesi-Cerrahpasa Cerrahpasa Tip Fakultesi
Corresponding Author
ORCiD: https://orcid.org/0000-0002-1948-2914
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
Peer Review Timeline
CURRENT STATUS: Under Review
Version 1
Posted 12 Mar, 2021
No community comments so far
Editor assigned
On 16 Mar, 2021
Submission checks complete
On 06 Mar, 2021
Editor invited
On 04 Mar, 2021
First submitted
On 18 Feb, 2021
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Background
Medical educators and assessors like to include predictive validity in their validity arguments but relevant evidence may be difficult to find. External standardized examinations may have a role in validating both the educational process of medical schools and their assessment results and outcomes. A strong correlation between medical school and external exam performances may also lend evidence of validity to the external examination. This work from one of Turkey’s top medical schools explored the correlations between students’ medical school performances and scores from the Specialization in Medicine Exam (TUS). The TUS is a post-graduate national ranking examination.
Methods
A total of 246 students from two different programs of a medical school, which have identical curricula but different admission scores were studied retrospectively. Students’ year based Grade Point Averages (GPAs) and end-of-school (graduating) GPAs were calculated using a weighted mean method. Bivariate correlations were calculated between year specific GPAs, graduating GPAs and TUS scores.
Results
Students’ inter-year GPAs showed strong significant correlations (“r” ranging from 0.59 to 0.86, p < 0.001). Their graduating GPA also had a strong significant correlation with TUS scores (r = 0.65, p < 0.001). Linear regression models showed the significant relation between medical school performance and post-graduation national exam performance.
Conclusion
Student success has a high degree of consistency throughout the medical school and students’ performance across all domains of assessment in the undergraduate program might be a good predictor of cognitive skills in an external national examination in the early postgraduate phase.
Figure 1
Figure 2
Figure 3
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