title: Comparisons of examination performance between 'conventional' and Graduate Entry Programme students; the Newcastle experience.
abstract: Knowledge assessment outcomes were compared between and across students on our Graduate Entry to Medicine (GEP) course at Newcastle (UK) and the conventional 5-year programme. Results show that Newcastle GEP students perform significantly better in these assessments than both 5-year programme students, and graduate students on the 5-year programme. There is no significant difference in these assessment scores between GEP students from different previous educational backgrounds.
authors.affiliation: Department of Medical Education, Newcastle University, UK. t.r.h.price@ncl.ac.uk
authors.forename: Richard
authors.initials: R
authors.lastname: Price
authors.forename: Sarah Robin
authors.initials: SR
authors.lastname: Wright
mesh_terms: D000328:Adult; D004503:Education, Medical, Graduate; D004521:Educational Measurement / Q000379:methods*; D005260:Female; D006801:Humans; D008297:Male; D011361:Professional Competence / Q000592:standards*; D013337:Students, Medical; D006113:United Kingdom; D055815:Young Adult