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Demographic attributes and knowledge acquisition among graduate-entry medical students

机译：研究生入学医学生的人口统计学特征和知识获取

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Background: Recent changes to undergraduate (basic) medical education in Ireland have linked an expansion of student numbers with wide-ranging reforms. Medical schools have broadened access by admitting more mature students from diverse backgrounds and have increased their international student numbers. This has resulted in major changes to the demographic profile of students at Irish medical schools. Aim: To determine whether the demographic characteristics of students impact on their academic performance and specifically on their rate of knowledge acquisition. Methods: As a formative assessment exercise, we administered a progress test to all students twice each year during a 4 year graduate-entry medical programme. We compared scores over time between students from different age cohorts, of different gender, of different nationalities and from different academic backgrounds. Results: In the 1143 tests taken by 285 students to date, there were no significant differences in the rate of knowledge acquisition between the various groups. Early in the course, students from a non-biological science background performed less well than others but outperformed their peers by the time of graduation. Conclusion: Neither age, gender, nationality nor academic background impacts on the rate of knowledge acquisition among graduate-entry medical students.
机译：背景：爱尔兰最近对本科（基础）医学教育的变化将学生人数的增加与广泛的改革联系在一起。医学院招收了更多来自不同背景的成熟学生，从而扩大了访问范围，并增加了其国际学生人数。这导致爱尔兰医学院校学生的人口统计学特征发生了重大变化。目的：确定学生的人口特征是否影响他们的学习成绩，特别是他们的知识获取率。方法：作为一项形成性评估活动，我们在为期四年的入学医学计划中，每年对所有学生进行两次进度测试。我们比较了不同年龄段，不同性别，不同国籍和不同学历的学生随时间的得分。结果：迄今为止，在285名学生参加的1143项测试中，各组之间的知识获取率没有显着差异。在课程初期，非生物科学背景的学生表现不佳，但在毕业时表现优于同龄人。结论：年龄，性别，国籍或学历都不会影响入学的医学生的知识获取率。

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