Comparison of competency level of medical, non-medical students and its relevance for admission policy.
- Author:
Eunbae B YANG
1
Author Information
- Publication Type:Original Article
- Keywords: Competency-based education; Medical education; School admission criteria; Republic of Korea
- MeSH: Competency-Based Education; Education, Medical; Humans; Korea; Republic of Korea; School Admission Criteria; Schools, Medical; Self Care; Students, Medical; Thinking
- From:Korean Journal of Medical Education 2018;30(3):219-227
- CountryRepublic of Korea
- Language:English
- Abstract: PURPOSE: This study aims to analyze the competency of medical students and its relevance for admission policy in medical schools. METHODS: This study examined the competency of 63 medical students from the 6-year program (group A) and 41 medical students from the 4-year program (group B) at Yonsei University using the Korea Collegiate Essential Skills Assessment (KCESA). The competency of groups A and B were compared to the corresponding competency levels of non-medical students (groups C and D). Group C is freshmen and D is senior students in universities. The KCESA is computer-based ability test composed of 228 items. The competency of participants were calculated on a T-scores (mean=50, standard deviation=10) based on KCESA norm-references. We conducted independent t-test for group comparisons of competency levels. RESULTS: There are no differences in competency levels between groups A and B. Compared with the non-medical students (group B), the medical students showed a significantly stronger ability to use resources, information-technology and higher-order thinking. In the comparison between groups B and D, medical students showed lower levels of self-management, interpersonal, and cooperative skills. CONCLUSION: The cognitive ability serves as an important indicator for the decision on admission to a basic medical education program. The efforts should be made to foster the competency that medical students have been found to lack, such as self-management, interpersonal, and cooperative skills. The admission committee should assess the cognitive and non-cognitive competency of applicants in a balanced manner.
