Investigating Individual and Group Admissions Assessments to Predict Medical Student Success in Problem-Based Learning

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Abstract

A focus of looking beyond prospective students’ success in medical school to their role as future physicians is reflected in new team-oriented pedagogies and holistic admissions procedures occurring in medical education today. Both educators and clinicians find non-cognitive skills, such as interpersonal communication, empathy, and professionalism beneficial in both the study and practice of medicine. In this study, we examined the relationship among admission activities designed to measure applicants’ non-cognitive skills, multiple mini-interview (MMI) and a group admissions activity, and student success in the problem-based learning (PBL) component of our medical school curriculum. Results revealed the MMI, but not the group exercise, to be a valid predictor of success in our PBL learning environment.

Authors

• Stephanie B. Corliss, The University of Texas - Austin

• Andrew David Bergemann, University of Texas at Austin

• Joel Daboub, University of Texas at Austin

• Stephen Smith

• Aaron Rochlen, The University of Texas - Austin

• Elizabeth Nelson