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[PMID]:29496810
[Au] Autor:Shumway BS; Bernstein ML; Qian C; Kulkarni MY; Rai SN
[Ad] Endereço:Dr. Shumway is Associate Professor of Oral and Maxillofacial Pathology, Department of Surgical and Hospital Dentistry, University of Louisville School of Dentistry; Dr. Bernstein is Professor of Oral and Maxillofacial Pathology, Department of Surgical and Hospital Dentistry, University of Louisville
[Ti] Título:Effect of Lecture Attendance and Prerequisite Academic Outcomes on Dental Students' Oral Pathology Performance.
[So] Source:J Dent Educ;82(3):306-312, 2018 Mar.
[Is] ISSN:1930-7837
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Decreased lecture attendance in undergraduate and health science professions education has been noted throughout the world. The limited study of the effect of lecture attendance on dental students' performance has yielded mixed results, with some studies finding a positive effect and others reporting no association. The aim of this study was to evaluate the effect of lecture attendance on dental students' final grades in an oral pathology course at one U.S. dental school. Due to a curriculum change, second- and third-year students (N=233) were concurrently enrolled in the spring 2016 oral pathology (OP) course. Students' course grades were compared to attendance percentage (Att), grades in prerequisite basic science (PBS) courses, and Academic Average and Total Science (TS) scores on the Dental Admission Test. The results showed that both Att (p=0.011) and TS score (p<0.001) were significant predictors of OP grade, while race, gender, and age were not. Students' grades in OP were moderately to strongly correlated with their grades in all PBS courses (p<0.001). These results suggest that lecture attendance in OP should be encouraged but viewed in light of the finding that it was not as strongly correlated as PBS course performance and was a weaker predictor than TS score. Students with lower TS scores and PBS course grades should be encouraged to use additional supports such as tutoring to improve their performance in OP.
[Mh] Termos MeSH primário: Escolaridade
Patologia Bucal/educação
Estudantes de Odontologia/estatística & dados numéricos
[Mh] Termos MeSH secundário: Teste de Admissão Acadêmica
Currículo
Avaliação Educacional
Feminino
Seres Humanos
Masculino
Patologia Bucal/normas
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180309
[Lr] Data última revisão:
180309
[Sb] Subgrupo de revista:D; IM
[Da] Data de entrada para processamento:180303
[St] Status:MEDLINE
[do] DOI:10.21815/JDE.018.031


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[PMID]:29496805
[Au] Autor:Park SE; Price MD; Karimbux NY
[Ad] Endereço:Dr. Park is Associate Dean for Dental Education, Harvard School of Dental Medicine; Ms. Price is a DMD student, Harvard School of Dental Medicine; and Dr. Karimbux is Associate Dean for Academic Affairs and Professor, Tufts University School of Dental Medicine. sang_park@hsdm.harvard.edu.
[Ti] Título:The Dental School Interview As a Predictor of Dental Students' OSCE Performance.
[So] Source:J Dent Educ;82(3):269-276, 2018 Mar.
[Is] ISSN:1930-7837
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The aim of this study was to evaluate the use of the dental school admissions interview score as a noncognitive indicator of performance in predoctoral dental education, with specific attention to whether a correlation existed between the admissions interview scores and performance on the objective structured clinical examination (OSCE). The study population consisted of all 175 students in the Harvard School of Dental Medicine (HSDM) DMD Classes of 2012 through 2016. Data on students' gender and age on entering dental school were self-reported using their applications for admission to the HSDM DMD program. Data on students' OSCE scores for three examination sessions were collected from the Office of Dental Education. The results showed that the students' interview scores did not significantly correlate with OSCE performance on any of the three exams. Performance on the first and second OSCEs did, however, correlate with performance on the third OSCE (p<0.05). Age on entering dental school was not significantly associated with performance on any of the three OSCEs; however, among male students, there was a significant negative correlation (p<0.05) between entering age and performance on the second and third OSCEs. There was no significant association between gender and OSCE or interview score. These results suggest that although the admissions interview scores can serve as an important resource in student selection, with the lack of association between interview and OSCE scores, it is possible that the communication skills required for the interview do not directly overlap with those required for OSCE success.
[Mh] Termos MeSH primário: Entrevistas como Assunto
Critérios de Admissão Escolar
Estudantes de Odontologia
[Mh] Termos MeSH secundário: Adulto
Teste de Admissão Acadêmica
Educação em Odontologia/normas
Educação em Odontologia/estatística & dados numéricos
Escolaridade
Feminino
Seres Humanos
Entrevistas como Assunto/métodos
Masculino
Critérios de Admissão Escolar/estatística & dados numéricos
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180309
[Lr] Data última revisão:
180309
[Sb] Subgrupo de revista:D; IM
[Da] Data de entrada para processamento:180303
[St] Status:MEDLINE
[do] DOI:10.21815/JDE.018.026


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[PMID]:29379958
[Au] Autor:Emanuel EJ; Gudbranson E
[Ad] Endereço:Department of Medical Ethics and Health Policy, Perelman School of Medicine, University of Pennsylvania, Philadelphia.
[Ti] Título:Does Medicine Overemphasize IQ?
[So] Source:JAMA;319(7):651-652, 2018 Feb 20.
[Is] ISSN:1538-3598
[Cp] País de publicação:United States
[La] Idioma:eng
[Mh] Termos MeSH primário: Teste de Admissão Acadêmica
Educação de Graduação em Medicina
Inteligência Emocional
Inteligência
Médicos/psicologia
Critérios de Admissão Escolar
[Mh] Termos MeSH secundário: Educação de Graduação em Medicina/métodos
Seres Humanos
Relações Interpessoais
Entrevistas como Assunto
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180302
[Lr] Data última revisão:
180302
[Sb] Subgrupo de revista:AIM; IM
[Da] Data de entrada para processamento:180131
[St] Status:MEDLINE
[do] DOI:10.1001/jama.2017.20141


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[PMID]:29065019
[Au] Autor:Brenner JM; Bird JB; Willey JM
[Ad] Endereço:J.M. Brenner is associate dean of curricular integration and assessment, Hofstra Northwell School of Medicine, Hempstead, New York. J.B. Bird is assessment and evaluation analyst, Hofstra Northwell School of Medicine, Hempstead, New York. J.M. Willey is professor and chair, Department of Science Education, Hofstra Northwell School of Medicine, Hempstead, New York.
[Ti] Título:Formative Assessment in an Integrated Curriculum: Identifying At-Risk Students for Poor Performance on USMLE Step 1 Using NBME Custom Exam Questions.
[So] Source:Acad Med;92(11S Association of American Medical Colleges Learn Serve Lead: Proceedings of the 56th Annual Research in Medical Education Sessions):S21-S25, 2017 Nov.
[Is] ISSN:1938-808X
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:PURPOSE: The Hofstra Northwell School of Medicine (HNSOM) uses an essay-based assessment system. Recognizing the emphasis graduate medical education places on the United States Medical Licensing Examination (USMLE) Step exams, the authors developed a method to predict students at risk for lower performance on USMLE Step 1. METHOD: Beginning with the inaugural class (2015), HNSOM administered National Board of Medical Examiners (NBME) Customized Assessment Service (CAS) examinations as formative assessment at the end of each integrated course in the first two years of medical school. Using preadmission data, the first two courses in the educational program, and NBME score deviation from the national test takers' mean, a statistical model was built to predict students who scored below the Step 1 national mean. RESULTS: A regression equation using the highest Medical College Admission Test (MCAT) score and NBME score deviation predicted student Step 1 scores. The MCAT alone accounted for 21% of the variance. Adding the NBME score deviation from the first and second courses increased the variance to 40% and 50%, respectively. Adding NBME exams from later courses increased the variance to 52% and 64% by the end of years one and two, respectively. Cross-validation demonstrated the model successfully predicted 63% of at-risk students by the end of the fifth month of medical school. CONCLUSIONS: The model identified students at risk for lower performance on Step 1 using the NBME CAS. This model is applicable to schools reforming their curriculum delivery and assessment programs toward an integrated model.
[Mh] Termos MeSH primário: Competência Clínica
Currículo
Educação de Graduação em Medicina
Licenciamento em Medicina
Medição de Risco
[Mh] Termos MeSH secundário: Adulto
Teste de Admissão Acadêmica
Feminino
Seres Humanos
Masculino
Análise de Regressão
Faculdades de Medicina
Estados Unidos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171030
[Lr] Data última revisão:
171030
[Sb] Subgrupo de revista:AIM; IM
[Da] Data de entrada para processamento:171025
[St] Status:MEDLINE
[do] DOI:10.1097/ACM.0000000000001914


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[PMID]:28970612
[Au] Autor:Ferrante AB; Lambert J; Leggas M; Black EP
[Ad] Endereço:College of Pharmacy, University of Kentucky, Lexington, Kentucky.
[Ti] Título:Predicting Student Success Using In-Program Monitoring.
[So] Source:Am J Pharm Educ;81(6):111, 2017 Aug.
[Is] ISSN:1553-6467
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:To determine whether admissions data alone adequately predicts student success in the first-year doctor of pharmacy (PharmD) curriculum or whether academic monitoring and intervention has greater value toward successful completion of first-year coursework. A systematic evaluation of the literature assessing student success was performed to ascertain historical evidence of student success metrics. We then retrospectively analyzed internal admissions data and first-year outcomes for our pharmacy classes of 2016-2019 using available data. We conducted an interim evaluation of voluntary academic monitoring and mentoring with the hypothesis that admission data alone cannot predict student success in early foundational coursework, and intentional intervention might improve success. Pre-pharmacy grade point average (GPA), science GPA, Pharmacy College Admission Test (PCAT) score, and prior degree status each retain some predictive value regarding success, and combinations of these factors may improve the ability to predict student success in early foundational coursework. There remains a significant, and perhaps insurmountable, gap in identifying quantitative metrics that forecast student success. Although admission data can stratify incoming students based on predicted academic ability, early monitoring and intervention provide an actionable means for enhancing student success in first-year coursework. Quantitative academic measures, such as PCAT scores and GPA, historically have demonstrated limited value in predicting student success. While these measures allow stratification of predicted academic performance among incoming students, monitoring of first-year, institution-specific data, such as midterm grades, can direct intentional intervention and remediation strategies that may provide more benefit to ensure students succeed.
[Mh] Termos MeSH primário: Educação de Pós-Graduação em Farmácia
Educação em Farmácia
Avaliação Educacional/métodos
[Mh] Termos MeSH secundário: Teste de Admissão Acadêmica
Seres Humanos
Critérios de Admissão Escolar
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1711
[Cu] Atualização por classe:171101
[Lr] Data última revisão:
171101
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171004
[St] Status:MEDLINE
[do] DOI:10.5688/ajpe816111


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[PMID]:28585503
[Au] Autor:Vajda C; Haas J; Fazekas C
[Ad] Endereço:Department of Medical Psychology and Psychotherapy Medical University of Graz Auenbruggerplatz 2/8 8010 Graz Austria Department of Medical Psychology and Psychotherapy at the Medical University of Graz.
[Ti] Título:Admission Exam at a Medical School: Correlation Between Symptoms of Somatization and Performance.
[So] Source:Z Psychosom Med Psychother;63(2):213-218, 2017 Jun.
[Is] ISSN:1438-3608
[Cp] País de publicação:Germany
[La] Idioma:eng
[Mh] Termos MeSH primário: Logro
Teste de Admissão Acadêmica/estatística & dados numéricos
Critérios de Admissão Escolar/estatística & dados numéricos
Transtornos Somatoformes/diagnóstico
Transtornos Somatoformes/psicologia
Estudantes de Medicina/psicologia
Estudantes de Medicina/estatística & dados numéricos
[Mh] Termos MeSH secundário: Afeto
Áustria
Feminino
Seres Humanos
Masculino
Qualidade de Vida/psicologia
Fatores Sexuais
Transtornos Somatoformes/epidemiologia
Estatística como Assunto
Estresse Psicológico/complicações
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1708
[Cu] Atualização por classe:170828
[Lr] Data última revisão:
170828
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170607
[St] Status:MEDLINE
[do] DOI:10.13109/zptm.2017.63.2.213


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[PMID]:28557950
[Au] Autor:Ross M; Walker I; Cooke L; Raman M; Ravani P; Coderre S; McLaughlin K
[Ad] Endereço:M. Ross is a resident, Department of Emergency Medicine, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada. I. Walker is clinical associate professor, Department of Emergency Medicine, and director of admissions, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada. L. Cooke is associate professor, Department of Clinical Neurosciences, and associate dean of continuing medical education, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada. M. Raman is clinical associate professor, Department of Medicine, and associate director of admissions, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada. P. Ravani is professor, Department of Medicine, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada. S. Coderre is professor, Department of Medicine, and associate dean of undergraduate medical education, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada. K. McLaughlin is professor, Department of Medicine, and assistant dean of undergraduate medical education, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada.
[Ti] Título:Are Female Applicants Rated Higher Than Males on the Multiple Mini-Interview? Findings From the University of Calgary.
[So] Source:Acad Med;92(6):841-846, 2017 Jun.
[Is] ISSN:1938-808X
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:PURPOSE: The multiple mini-interview (MMI) improves reliability and validity of medical school interviews, and many schools have introduced this in an attempt to select individuals more skilled in communication, critical thinking, and ethical decision making. But every change in the admissions process may produce unintended consequences, such as changing intake demographics. In this article, two studies exploring gender differences in MMI ratings are reported. METHOD: Cumulative meta-analysis was used to compare MMI ratings for female and male applicants to the University of Calgary Cumming School of Medicine between 2010 and 2014. Multiple linear regression was then performed to explore gender differences in MMI ratings after adjusting for other variables, followed by a sensitivity analysis of the impact of varying the weight given to MMI ratings on the odds of females being ranked in the top 150 applicants for 2014. RESULTS: Females were rated higher than male applicants (standardized mean difference 0.21, 95% CI [0.11, 0.30], P < .001). After adjusting for other explanatory variables, there was a positive association between female applicant and MMI rating (regression coefficient 0.23 [0.14, 0.33], P < .001). Increasing weight assigned to MMI ratings was associated with increased odds of females being ranked in the top 150 applicants. CONCLUSIONS: In this single-center study, females were rated higher than males on the MMI, and the odds of a female applicant being offered a position increased as more weight was given to MMI ratings. Further studies are needed to confirm and explain gender differences in MMI ratings.
[Mh] Termos MeSH primário: Teste de Admissão Acadêmica/estatística & dados numéricos
Docentes de Medicina/psicologia
Preconceito
Critérios de Admissão Escolar/estatística & dados numéricos
Faculdades de Medicina/normas
Fatores Sexuais
Estudantes de Medicina/estatística & dados numéricos
[Mh] Termos MeSH secundário: Adulto
Alberta
Feminino
Seres Humanos
Entrevistas como Assunto
Masculino
Meia-Idade
Reprodutibilidade dos Testes
Adulto Jovem
[Pt] Tipo de publicação:COMPARATIVE STUDY; JOURNAL ARTICLE; META-ANALYSIS
[Em] Mês de entrada:1708
[Cu] Atualização por classe:170808
[Lr] Data última revisão:
170808
[Sb] Subgrupo de revista:AIM; IM
[Da] Data de entrada para processamento:170531
[St] Status:MEDLINE
[do] DOI:10.1097/ACM.0000000000001466


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[PMID]:28296651
[Au] Autor:Patterson F; Cousans F; Edwards H; Rosselli A; Nicholson S; Wright B
[Ad] Endereço:F. Patterson is founding director, Work Psychology Group Ltd., London, United Kingdom, and visiting researcher, Department of Psychology, Cambridge University, Cambridge, United Kingdom. F. Cousans is associate research psychologist, Work Psychology Group, Derby, United Kingdom, and teaching fellow in occupational psychology, Department of Neuroscience, Psychology & Behaviour, University of Leicester, Leicester, United Kingdom. H. Edwards is senior consultant psychologist, Work Psychology Group Ltd., Derby, United Kingdom. A. Rosselli is consultant psychologist, Work Psychology Group Ltd., Derby, United Kingdom. S. Nicholson is head, Centre for Medical Education, and head of student progression, Institute of Health Sciences Education, Queen Mary University of London, London, United Kingdom. B. Wright is professor of child psychiatry, University of York, and academic lead for student support, Hull York Medical School, University of York, York, United Kingdom.
[Ti] Título:The Predictive Validity of a Text-Based Situational Judgment Test in Undergraduate Medical and Dental School Admissions.
[So] Source:Acad Med;92(9):1250-1253, 2017 Sep.
[Is] ISSN:1938-808X
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:PROBLEM: Situational judgment tests (SJTs) can be used to assess the nonacademic attributes necessary for medical and dental trainees to become successful practitioners. Evidence for SJTs' predictive validity, however, relates predominantly to selection in postgraduate settings or using video-based SJTs at the undergraduate level; it may not be directly transferable to text-based SJTs in undergraduate medical and dental school selection. This preliminary study aimed to address these gaps by assessing the validity of the UK Clinical Aptitude Test (UKCAT) text-based SJT. APPROACH: Study participants were 218 first-year medical and dental students from four UK undergraduate schools who completed the first UKCAT text-based SJT in 2013. Outcome measures were educational supervisor ratings of in-role performance in problem-based learning tutorial sessions-mean rating across the three domains measured by the SJT (integrity, perspective taking, and team involvement) and an overall judgment of performance-collected in 2015. OUTCOMES: There were significant correlations between SJT scores and both mean supervisor ratings (uncorrected r = 0.24, P < .001; corrected r = 0.34) and overall judgments (uncorrected rs = 0.16, P < .05; corrected rs = 0.20). SJT scores predicted 6% of variance in mean supervisor ratings across the three nonacademic domains. NEXT STEPS: The results provide evidence that a well-designed text-based SJT can be appropriately integrated, and add value to, the selection process for undergraduate medical and dental school. More evidence is needed regarding the longitudinal predictive validity of SJTs throughout medical and dental training pathways, with appropriate outcome criteria.
[Mh] Termos MeSH primário: Teste de Admissão Acadêmica
Educação em Odontologia
Educação de Graduação em Medicina
Julgamento
[Mh] Termos MeSH secundário: Feminino
Seres Humanos
Masculino
Valor Preditivo dos Testes
Reprodutibilidade dos Testes
Critérios de Admissão Escolar
Inquéritos e Questionários
Reino Unido
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1709
[Cu] Atualização por classe:170918
[Lr] Data última revisão:
170918
[Sb] Subgrupo de revista:AIM; IM
[Da] Data de entrada para processamento:170316
[St] Status:MEDLINE
[do] DOI:10.1097/ACM.0000000000001630


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[PMID]:28289307
[Au] Autor:Meagher D
[Ad] Endereço:NCS Pearson, Inc., San Antonio, Texas.
[Ti] Título:Understanding and Interpreting Pharmacy College Admission Test Scores.
[So] Source:Am J Pharm Educ;81(1):17, 2017 Feb 25.
[Is] ISSN:1553-6467
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:To fairly and accurately interpret candidates' Pharmacy College Admission Test (PCAT) scores as listed on their official transcripts, it is important to understand how these scores reflect candidates' performances on cognitive tasks involving the identification, interpretation, analysis, and evaluation of information assumed to have been covered in pre-pharmacy science, math, and general education coursework. This paper attempts to facilitate this understanding by explaining how candidates' responses to PCAT test items relate to their scaled scores and percentile ranks and how their writing scores reflect their performance. This paper also suggests how differences between candidates' PCAT subtest scores may reflect different personal experiences, educational backgrounds, and cognitive abilities.
[Mh] Termos MeSH primário: Teste de Admissão Acadêmica
Faculdades de Farmácia/normas
Estudantes de Farmácia
[Mh] Termos MeSH secundário: Seres Humanos
Critérios de Admissão Escolar
[Pt] Tipo de publicação:JOURNAL ARTICLE; REVIEW
[Em] Mês de entrada:1703
[Cu] Atualização por classe:170328
[Lr] Data última revisão:
170328
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170315
[St] Status:MEDLINE
[do] DOI:10.5688/ajpe81117


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[PMID]:28264549
[Au] Autor:Kim KJ; Nam KS; Kwon BS
[Ad] Endereço:Department of Medical Education, Dongguk University School of Medicine, Goyang, Korea.
[Ti] Título:The utility of multiple mini-interviews: experience of a medical school.
[So] Source:Korean J Med Educ;29(1):7-14, 2017 Mar.
[Is] ISSN:2005-7288
[Cp] País de publicação:Korea (South)
[La] Idioma:eng
[Ab] Resumo:PURPOSE: This paper aims to introduce the design of multiple mini-interviews (MMIs) as a tool to assess medical school applicants' attributes in alignment with the school's educational goals and to evaluate its utility. METHODS: In this MMI, candidates rotated through six stations (10 minutes per station), in which specific interview topics were drawn by mapping the school's educational goals with the core competencies for entering medical students. We conducted post-MMI surveys of all of the interviewers and candidates to investigate their experiences of MMIs. The G-coefficient and interclass correlation were analyzed to investigate the reliability of this test. Additionally, the candidates' MMI scores were compared across different backgrounds and a univariate analysis was used to estimate correlations between their MMI scores and prior academic achievements. RESULTS: A total of 164 candidates (a 98.8% response rate) and 19 interviewers (a 100% response rate) completed the surveys in the years 2014 and 2015. Both candidates and assessors showed positive responses to MMIs. The G-coefficient of MMI scores was 0.88 and the interclass correlation coefficients ranged from 0.58 to 0.75. The participants' total MMI scores did not differ across genders or undergraduate backgrounds and were not associated with age, undergraduate graduate point averages, nor the Korean medical school admission test (Medical Education Eligibility Test) scores. CONCLUSION: Our study illustrates the utility of MMIs that utilize the institution's educational goals to identify attributes to be pursued in the admission interviews in alignment with the institution's core values. Future research is warranted of the predictive validity of this MMI.
[Mh] Termos MeSH primário: Educação de Graduação em Medicina
Metas
Entrevistas como Assunto/métodos
Critérios de Admissão Escolar
Faculdades de Medicina
Estudantes de Medicina
[Mh] Termos MeSH secundário: Logro
Adulto
Atitude
Teste de Admissão Acadêmica
Currículo
Feminino
Seres Humanos
Masculino
Reprodutibilidade dos Testes
República da Coreia
Fatores Socioeconômicos
Inquéritos e Questionários
Adulto Jovem
[Pt] Tipo de publicação:EVALUATION STUDIES; JOURNAL ARTICLE
[Em] Mês de entrada:1709
[Cu] Atualização por classe:170901
[Lr] Data última revisão:
170901
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170308
[St] Status:MEDLINE
[do] DOI:10.3946/kjme.2017.48



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