Letters
Volume 189 - Issue 4

Selecting medical students

Author:  Nicholas Jefferson-Lenskyj

Med J Aust 2008; 189 (4): 235-236. || doi: 10.5694/j.1326-5377.2008.tb01999.x
Published online: 18 August 2008
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To the Editor: The University of Queensland (UQ) study of medical student selection criteria and academic performance reported by Wilkinson and colleagues1 has shortcomings beyond those pointed out by Powis.2

The outcome measure of “academic performance” was assessed by student performance in exams. These exams vary in content from year to year and are, in Years 1 and 2 of the program, mostly multiple-choice and short-answer written exams. A finding that grade point average (GPA) in a previous degree correlates with academic performance in medical school may simply mean that the exams are written and marked in a way that rewards the competencies one acquires in getting a high GPA, and ignores the skills and personal qualities that generate a high interview score.

There is thus a danger that the researchers have themselves created the phenomenon they are now discovering — that you can set exams in such a way that people who do well at sitting exams will do well. Those study authors who identify themselves as holding leadership and teaching positions in the UQ School of Medicine do not state whether they held those positions during the years in which they analysed student performance. If they did, then the researchers are also participants in the study by virtue of the fact that they set and marked exams. Even if they did not, their academic positions expose them to at least the risk of partiality, and potentially to the appearance of a conflict of interest — there are logistical and personal pressures on administrators to reduce the time, energy and expense of evaluating students, especially in a school with so many students. It is not clear from the article what, if any, measures were taken to control for these things, nor what, if any, caution this led the authors to exercise in drawing the policy conclusion that interviews should be abandoned.

The proper research question is not “How do we select students who will do well on the sort of examinations we set?”, but “How do we select students who will create an atmosphere of excellence in the school, and who will carry that with them into the health system and into society as a whole?” The UQ study does not address the broader questions of the social purpose of schools of medicine in general, or the philosophy and ideals of the UQ School of Medicine in particular. Yet the action UQ has taken — to abandon assessment of the personal qualities of its students — risks a profound impact on the realisation of those ideals.

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