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首页> 外文期刊>Advances in health sciences education: theory and practice >Predictors of academic success for MAori, Pacific and non-MAori non-Pacific students in health professional education: a quantitative analysis
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Predictors of academic success for MAori, Pacific and non-MAori non-Pacific students in health professional education: a quantitative analysis

机译：毛利人，太平洋和非太平洋非太平洋学生学术成功的预测因素卫生专业教育：定量分析

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摘要

Tertiary institutions internationally aim to increase student diversity, however are struggling to achieve equitable academic outcomes for indigenous and ethnic minority students and detailed exploration of factors that impact on success is required. This study explored the predictive effect of admission variables on academic outcomes for health professional students by ethnic grouping. Kaupapa MAori and Pacific research methodologies were used to conduct a quantitative analysis using data for 2686 health professional students [150 MAori, 257 Pacific, 2279, non-MAori non-Pacific (nMnP)]. The predictive effect of admission variables: school decile; attending school in Auckland; type of admission; bridging programme; and first-year bachelor results on academic outcomes: year 2-4 grade point average (GPA); graduating; graduating in the minimum time; and optimal completion for the three ethnic groupings and the full cohort was explored using multiple regression analyses. After adjusting for admission variables, for every point increase in first year bachelor GPA: year 2-4 GPA increased by an average of 0.46 points for MAori (p = 0.0002, 95% CI 0.22, 0.69), 0.70 points for Pacific (p < 0.0001, CI 0.52, 0.87), and 0.55 points for nMnP (p < 0.0001, CI 0.51, 0.58) students. For the total cohort, ethnic grouping was consistently the most significant predictor of academic outcomes. This study demonstrated clear differences in academic outcomes between both MAori and Pacific students when compared to nMnP students. Some (but not all) of the disparities between ethnic groupings could be explained by controlling for admission variables.
机译：然而，国际旨在提高学生多样性的大专院校正在努力实现土着和少数民族的公平和少数民族学生的公平学术成果，并详细探索需要对成功的影响。本研究探讨了群体群体对卫生专业学生学术成果的预测效果。 Kaupapa Maori和Pacific研究方法用于使用2686名健康专业学生的数据进行定量分析[150 Maori，257，太平洋，2279，非毛利非太平洋（NMNP）]。入学变量的预测效果：学校定制;参加奥克兰的学校;入学类型;桥接计划;第一年的学士学位导致学术成果：2-4年级平均水平（GPA）;毕业;毕业于最短时间;利用多元回归分析探索了三个民族和全部队列的最佳完成。调整入院变量后，对于第一年的每一点增加，Machelor GPA：2-4 GPA平均增加了0.46点的Maori（P = 0.0002,95％CI 0.22,0.69），太平洋0.70点（P < 0.0001，CI 0.52,0.87）和NMNP的0.55点（P <0.0001，CI 0.51,0.58）学生。对于总队列，族裔分组一直是学术成果最重要的预测因子。该研究表明，与南姆普学生相比，毛利人和太平洋学生之间的学术成果明显差异。族裔群体之间的一些（但不是全部）可以通过控制入学变量来解释民族群体之间的差异。

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