title: How interruptions in students' medical education affect their clinical performance evaluations.
abstract: The enrollment records of 380 medical students from the graduating class of 1983-1988 at a four-year medical school were compared with the students' performances on two measures, third-year clinical rotation grades and National Board of Medical Examiners Part II examination (NBME-II) scores. Thirty-seven students (9.7%) interrupted their progress through medical school for negative (school-initiated, academic) reasons or neutral (student-initiated, nonacademic, or personal) reasons. On both performance measures, the students in the neutral group performed similarly to regular-progress students and significantly better than students who interrupted their attendance in medical school for negative reasons.
authors.affiliation: Longitudinal Evaluation Project (LEP), University of New Mexico School of Medicine, Albuquerque 87131.
authors.forename: S
authors.initials: S
authors.lastname: Kalishman
authors.forename: L
authors.initials: L
authors.lastname: Santo-Gomez
mesh_terms: D002983:Clinical Competence / Q000592:standards*; D004504:Education, Medical, Undergraduate / Q000592:standards*; D004521:Educational Measurement / Q000592:standards*; D005260:Female; D006801:Humans; D008297:Male; D013997:Time Factors