Entrance qualifications and student performance in a hybrid problem based and traditional medical programme.
A hybrid problem based learning (PBL) and traditional medical programme was started at the Trinidad campus of the University of the West Indies in 1989. Analyses were carried out to determine the extent to which the entrance qualifications of the students were related to their performances at the examinations in the Phase I (preclinical and paraclinical) and Phase II (clinical) programmes. Students who were admitted on the basis of their results in the secondary school General Certificate of Examination (GCE), 'A' level scored higher at the Phase I, but not at the Phase II, level than those who already had university education. Among the 'A' level students, there was positive correlation between the total 'A' level scores and the examination marks in the medical programme, particularly at the Phase I level. Furthermore, multiple regression analyses indicated that the grades in 'A' level Chemistry and, to a lesser extent in Biology, had the most influence on performances at the Phase I examinations, with much less influence on performances at the Phase II examinations. These results suggest that good grades at 'A' level examinations are significant factors, but not the only important ones, that favour high achievement in the initial stages of this type of PBL/traditional medical programme.
Addae
J I
JI
Faculty of Medical Sciences, University of the West Indies, St. Augustine.
Melville
G N
GN
West
S
S
Legall
G
G
Alleyne
T
T
Isitor
G
G
Bennett
C
C
D004504:Education, Medical, Undergraduate; D004521:Educational Measurement; D018794:Problem-Based Learning; D014300:Trinidad and Tobago