title: Entry tests for graduate medical programs: is it time to re-think?
abstract: OBJECTIVE
  To examine the relationship between medical school applicants' performances in the Graduate Australian Medical School Admissions Test (GAMSAT) and structured interviews and their subsequent performance in medical school.
  
  
  METHODS
  Students in Years 2-4 of two graduate-entry medical programs were invited to complete two previously validated tests of clinical reasoning. These results and their Year 2 examination results were compared with their previous performance in GAMSAT and at interview.
  
  
  METHODS
  The graduate-entry programs at the Universities of Queensland and Sydney.
  
  
  METHODS
  189 student volunteers (13.6% response rate).
  
  
  METHODS
  Students' test results on a set of Clinical Reasoning Problems (CRPs) and a Diagnostic Thinking Inventory (DTI) and their Year 2 examination results.
  
  
  RESULTS
  There was no association between performance in GAMSAT and performance in the CRPs; there was a weak negative correlation between performance in GAMSAT and the DTI (- 0.05 > r > - 0.31, P = 0.03). The correlation between GAMSAT and examination results was weak (r < 0.24, P = 0.02). The correlation between GAMSAT and interview scores for each school was weakly negative for University of Queensland (r = - 0.34, P < 0.01) and weakly positive for University of Sydney (r = 0.11), with a combined significance level P < 0.01.
  
  
  CONCLUSIONS
  We did not find evidence that GAMSAT and structured interviews are good predictors of performance in medical school. Our study highlights a need for more rigorous evaluation of Australian medical school admissions tests.
authors.affiliation: School of Medicine, Griffith University, Gold Coast, QLD. m.groves@griffith.edu.au
authors.forename: Michele A
authors.initials: MA
authors.lastname: Groves
authors.forename: Jill
authors.initials: J
authors.lastname: Gordon
authors.forename: Greg
authors.initials: G
authors.lastname: Ryan
mesh_terms: D000293:Adolescent; D000328:Adult; D001315:Australia; D003099:College Admission Test; D004503:Education, Medical, Graduate / Q000592:standards*; D004522:Educational Status; D005260:Female; D006801:Humans; D016014:Linear Models; D008297:Male; D010560:Personnel Selection / Q000379:methods*; D012577:Schools, Medical