Strengthening the admissions process in health care professional education: focus on a premier Pacific Island medical college.
- Author:
Christian Chinyere EZEALA
1
;
Mercy Okwudili EZEALA
;
Niraj SWAMI
Author Information
1. Department of Health Science, College of Medicine, Nursing and Health Sciences, Fiji National University, Fiji. christian.ezeala@fnu.ac.fj
- Publication Type:Original Article
- Keywords:
Criteria, school admission;
Equity;
Fiji School of Medicine;
Educational policy;
Noncognitive factors
- MeSH:
Aptitude;
Surveys and Questionnaires;
Delivery of Health Care;
Fiji;
Humans;
School Admission Criteria;
Vulnerable Populations
- From:Journal of Educational Evaluation for Health Professions
2012;9(1):11-
- CountryRepublic of Korea
- Language:English
-
Abstract:
Relying solely on measures of intellectual aptitude and academic performance in university admissions can be disadvantageous to underprivileged students. The Fiji School of Medicine primarily uses such measures to evaluate and select student applicants, and the introduction of supplementary assessments could provide better access for students from disadvantaged backgrounds. This study examined the need for supplementary assessments in the admission process, types of additional assessments needed, and stakeholders' views on a multi-entry multi-exit strategy currently in use at the Fiji School of Medicine. A survey of the key stakeholders was conducted in February and March 2012 using closed and open ended questionnaire. One hundred and twenty-two validated questionnaires were self-administered by key stakeholders from the College of Medicine, Nursing and Health Sciences (CMNHS) and Fiji Ministries of Education and Health, with a response rate of 61%. Returned questionnaires were analysed quantitatively and qualitatively. Sixty-five percent of respondents supported the introduction of supplementary assessments, 49% favoured admissions test, and 16% preferred assessing non-academic factors. Many respondents supported the School's multi-entry multi-exit strategy as a 'good policy' that provided 'flexibility' and opportunity for students, but should be better regulated. These findings demonstrate the need for supplementary assessments in the selection process and for continued support for the use of multi-entry multi-exit strategy at the school.
