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| Autor/in | Arnold, Louise |
|---|---|
| Titel | Performance of Male and Female Students in a Combined Baccalaureate-M.D. Degree Program. |
| Quelle | (1989), (15 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Academic Achievement; Bachelors Degrees; Clinical Experience; College Entrance Examinations; College Students; Doctoral Programs; Females; Grade Point Average; Higher Education; Medical Education; Medical Students; Performance Factors; Professional Education; Program Effectiveness; Sex Differences; Undergraduate Students |
| Abstract | Differences in performance between male and female students in a combined baccalaureate and doctor of medicine (MD) degree program were studied. The University of Missouri-Kansas City offers a 6-year curriculum leading to both degrees. The study group consisted of all entrants into the program in 1972 through 1974 (n=219), 1978 through 1980 (n=280), and 1984 through 1986 (n=264). Women comprised 35% of the 1972 through 1974 matriculants, 46% of the 1978 through 1980 matriculants, and 50% of the 1984 through 1986 matriculants. Performance was measured through academic achievement, grade point average (GPA) and scores on National Board of Medical Examiners examinations (NBME) in years 5 and 6, and clinical performance evaluations. Possible explanations for observed differences were sought by comparing academic, personal, and social characteristics of the students upon entry into the program. Of the 219 students who entered the program in 1972 through 1974, 44 withdrew or were dismissed. Of the 280 students who entered the program in 1978 through 1980, 52 withdrew or were dismissed. Of the 264 students who entered the program in 1984 through 1986, 52 withdrew or were dismissed. Across all classes, clinical performance of women and men was on a par. Differences found in academic performance involved cumulative and science GPA in the baccalaureate program and scores attained on the NBME. These differences were largely confined to the classes of 1978 through 1980, in which men had outperformed women in these areas even in high school. In the years in which performance was more equal, women had entered the program with superior credentials. Implications of the suggestion that women ought to enter with superior preparation are discussed. Eight tables present study data. (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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