Guide PRINCIPLES OF SUCESS IN ACADEMIC AND PROFESSIONAL EXAMINATIONS

Free download. Book file PDF easily for everyone and every device. You can download and read online PRINCIPLES OF SUCESS IN ACADEMIC AND PROFESSIONAL EXAMINATIONS file PDF Book only if you are registered here. And also you can download or read online all Book PDF file that related with PRINCIPLES OF SUCESS IN ACADEMIC AND PROFESSIONAL EXAMINATIONS book. Happy reading PRINCIPLES OF SUCESS IN ACADEMIC AND PROFESSIONAL EXAMINATIONS Bookeveryone. Download file Free Book PDF PRINCIPLES OF SUCESS IN ACADEMIC AND PROFESSIONAL EXAMINATIONS at Complete PDF Library. This Book have some digital formats such us :paperbook, ebook, kindle, epub, fb2 and another formats. Here is The CompletePDF Book Library. It's free to register here to get Book file PDF PRINCIPLES OF SUCESS IN ACADEMIC AND PROFESSIONAL EXAMINATIONS Pocket Guide.
provides a context for the principles of good practice discussed below. Whenever an influence in relation to professional standards. In Academic researchers. (inter alia?) Successful examinations cannot be developed, however.
Table of contents

Standards-based education reform. Active learning Block scheduling Cognitive load Constructivism Developmentally appropriate practice Discovery learning Holistic education Holistic grading Inclusion Inquiry-based learning Inventive spelling Open-space school Outcome-based education Problem-based learning Small schools movement. Achievement gap Excellence and equity. Standards-based assessment. Authentic assessment Criterion-referenced test Norm-referenced test High school graduation examination.

List of standardized tests in the United States Standardized testing and public policy. Categories : Standardized tests in the United States Educational assessment and evaluation. Hidden categories: All articles with dead external links Articles with dead external links from August Articles with permanently dead external links.

Namespaces Article Talk. Views Read Edit View history.

AACE International

Languages Add links. However, in the field of organisational psychology it is well recognised that even quite weak correlations are useful predictors of workplace outcomes, especially if the ratio of applicants to selectees is large [ 12 ], as with applications to medical school. Such measures may therefore usefully predict medical student performance and later professional conduct. A further possible criticism of the findings is that there are relatively few significant relationships, as revealed by the number of blank cells in Additional file 4 : Table S1 and Additional file 5 : Table S2 particularly.

However, of the possible relationships that could have been included in these tables 19 personality scales by 20 tutor ratings , 51 or Additional analyses were conducted to adduce further evidence for the significance of the overall pattern, including multiple regression to calculate the proportion of common variance shared by the personality scales and the tutor ratings, and application of a recently published resampling technique [ 14 ] for calculating the probability of relationships between personality and behaviour. However, neither provided stronger support than the simple number of correlations, so the details are not presented here.

In summary, although the statistically significant coefficients in the matrices could all be chance findings this seems unlikely because all of the significant results and most of the non-significant ones, which are not shown are in the direction that the particular personality traits and cognitive skills would be expected to affect the behavioural and examination outcomes. Greater narcissism , aloofness and irrational thinking predicted lower tutor ratings for group-related behaviours, and poorer overall examination performance including in the most knowledge-based Theme A, as well as in Theme B person-centred care , though not in Theme C.

Good teamwork skills therefore appear to be an important student attribute. The early years of the HYMS course involves not only problem-based learning sessions but also a structured weekly programme of lectures, laboratory-based practical classes and tutored clinical experience, so the importance of group functioning to the examination outcomes cannot be explained by exclusive reliance on problem-based group learning.

While the UKCAT cognitive tests scores did not predict many of the behaviours subsequently rated by tutors, they did predict both year 1 and year 2 overall examination scores, and performance in Theme A and Theme C.

Certification

Notably, but not unexpectedly, cognitive test scores did not predict performance in the communication skills or physical examination components of the clinical examinations OSCEs in either year, although they did predict overall Theme B scores at the end of year 2. This may reflect increasing emphasis in year 2 on clinical reasoning skills within this theme. Prediction of any outcome depends on selection and accurate measurement of both predictor be that a cognitive skill or a personality trait and an appropriate outcome for example, academic marks, skills, or professional behaviours.

In order to examine whether any of the cognitive and pilot non-cognitive components of the UKCAT are valid predictors it is necessary to have appropriate measures of the behaviours that the tests are expected to predict. Paradoxically, in-course examinations do not usually assess outcomes that are related to the qualities that non-cognitive selection tests are designed to measure. In general, medical schools have concentrated on traditional examinations in part so that licensing requirements can be fulfilled unambiguously that test recall of factual material and reasoning, which depends on memory and cognitive skills.

Detailed information on the examinations | CIEP

The present study benefits from finer gradation in both selection tests and the outcomes measured, and from better matching between predictor and criterion variables. Cognitive tests would be expected to predict success in examinations of knowledge recall. This has been shown in one recent study [ 15 ] about medical students, but not in others [ 5 - 7 ].

The broad range of suitable measures of non-cognitive skills and professional behaviours used here provides possible tools for future research. All health professionals require good communication skills and the ability to work effectively as part of a team. Doctors have additional roles, not only in education and in research but also, principally, as decision-makers and leaders of teams working in situations of clinical complexity and uncertainty. Improvement in the predictive power of such non-cognitive tests depends not only on finding better tests, but on devising and using better measures of critical behaviours in medical school and professional practice.

The findings raise three further questions with implications for medical education. First, in the selection of future medical students, should the predictive ability of cognitive and non-cognitive qualities be explored more fully, particularly in relation to the difficult judgments and high level of inter-personal skills required of a doctor?

Thirdly, are medical schools failing to assess all the appropriate outcomes from their courses by continuing to rely too heavily on formal examinations based mainly on recall of acquired knowledge and some reasoning? The latter approach has produced many doctors who are intellectually and academically prepared for their careers, but personal failings, such as poor communication skills, lack of empathy and concern for patients, motivation, and mental health issues, tend to impinge on their work effectiveness. Such failings are typically detected too late, when brought to light by examination failure or the need for disciplinary action.

If it is accepted that doctors require more than just academic knowledge and technical skills then it makes sense to look for additional qualities at the outset and select those applicants who already have these qualities or seem capable of developing them. The findings of this study as a whole reveal a pattern of relationships between cognitive and non-cognitive factors and medical school performance consistent with intuitive and theoretical expectations.

Our study suggests that measurement of non-cognitive personal qualities in applicants could improve the selection of medical students, especially in regard to performance in the inter-personal skills and professional behaviours needed by doctors. However, further research is needed into the best non-cognitive measures for the prediction of various target skills and behaviours, and into the degree to which such measures can improve on the predictive validity of existing cognitive selection measures.

If such research confirms which personal qualities are most important, then it may indeed be possible to succeed in the aim of producing doctors that meet better the expectations of twenty-first century patients. JA and DP had the initial idea. JMcK developed the tutor rating questionnaires. DM performed the statistical analyses. JA and DP wrote the initial draft of the paper with subsequent contributions from all authors.

All authors had full access to all of the data including statistical reports and tables in the study and take responsibility for the integrity of the data and the accuracy of the data analysis. All authors amended and approved the article for submission. JA was Associate Dean for Admissions at Hull York Medical School from to , and has a continuing research interest in methods for selecting medical students.

MB is a senior lecturer and researcher in the School of Psychology at the University of Newcastle, Australia with particular interests in the areas of personality, psychometrics, moral orientation. She is a cognitive psychologist whose research includes applying cognitive science principles to educational areas such as educational technology, organisational redesign, the role of discussion in learning, graphical representations for reasoning in and across disciplines, and effectiveness of assessments.

Accreditation in Public Relations (APR)

His main interests are in the areas of personality, psychometrics and selection test construction. He has been a university teacher of, and researcher in, physiology and medical education since He has developed a professional interest in the area of medical student selection with the aim of establishing fair principles and appropriate procedures for selecting students for health professional courses. Examples of Tutor assessment forms. Table S3.

Table S4. Year 2 tutor assessment Jan and May versus year 2 examination results. Table S5.

How To Pass A Professional EXAMINATION

Table S7. UKCAT cognitive tests versus year 1 and year 2 examination performance. National Center for Biotechnology Information , U. BMC Med Educ. Published online Aug 8. Author information Article notes Copyright and License information Disclaimer. Corresponding author. Jane Adam: ku.

Received Oct 25; Accepted Jul This article has been cited by other articles in PMC. Additional file 4 Table S1. Non-cognitive tests versus year 1 tutor assessment. Additional file 5 Table S2. Listening Comprehension questionnaires dealing with three or four very short recordings on everyday life played twice.

Account Options

Maximum duration of recordings: 3 mins. Approximately 20 minutes. Type of tests: A2. Listening Comprehension questionnaires dealing with three or four short recordings on everyday life played twice. Maximum duration of recordings: 5 mins. Approximately 25 minutes.

Type of tests: B1. Listening Comprehension questionnaires dealing with three recordings played twice. Maximum duration of recordings: 6 mins. Type of tests: B2. Maximum duration of recordings: 8 mins.