Dissertation/Thesis Abstract

The Relationship between Medical School Performance and Residency Placement Location for Nontraditional Medical Students
by Harrison, Leila Evelyn, Ph.D., Grand Canyon University, 2018, 265; 10982692
Abstract (Summary)

Holistic review in admissions is utilized by medical schools to enroll broadly diverse student bodies to help schools meet their missions. This process has increased the enrollment of nontraditional medical students, or those 25 years and older. The purpose of this quantitative, correlational study was to examine the relationship between the United States Medical Licensing Exam (USMLE) Step 1 score, USMLE Step 2CK score, weighted grade average, and graduated on time and residency placement location for nontraditional medical students at one public Southern US medical school. Four research questions explore the relationship between USMLE Step 1 score, USMLE Step 2CK score, weighted grade average, and graduated on time with residency placement location. Archival data were obtained from the admissions and student affairs offices. The convenience sample included 170 nontraditional medical students who enrolled from 2007 through 2012. Adult learning theory served as the theoretical foundation. A point-biserial correlation found a significant positive weak correlation between USMLE Step 2CK scores and residency placement location, r pb(170) = .243, p = .001. Other point-biserial correlations and a chi-square test for association were not significant. The evidence for a relationship between higher USMLE Step 2CK scores and going out-of-state for residency for nontraditional medical students differs from other findings which included all students. These contrary findings indicate nontraditional medical students’ performance on USMLE Step 2CK may be better informed by adult learning theory. The insignificant results provide a foundation for further research with nontraditional students especially as it relates to school mission.

Indexing (document details)
Advisor: O'Grady, Megan
Commitee: Price-Johnson, Tanisha, Widner, Robert
School: Grand Canyon University
Department: Doctoral Studies
School Location: United States -- Arizona
Source: DAI-B 80/04(E), Dissertation Abstracts International
Subjects: Educational tests & measurements, Psychology, Health education
Keywords: Holistic review, Medical school performance, Nontraditional student, Residency placement location, USMLE
Publication Number: 10982692
ISBN: 978-0-438-70586-9
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