Adaptação acadêmica em universitários / Academic adaptation in university students / Adaptación académica en estudiantes universitários

O objetivo do estudo foi investigar o impacto das variáveis habilidades sociais, resolução de problemas sociais, automonitoria, autoeficácia e coping na adaptação acadêmica em estudantes de instituições de ensino superior públicas e privadas. Participaram 637 estudantes de ambos os sexos, sendo 36,5% (115) homens de instituições públicas e 22,3% (72) de instituições privadas, com idade variando entre 18 e 38 anos (M=24,7; DP=6,3), de diferentes graduações. Foram utilizados o Inventário de Resolução de Problemas Sociais, o Inventário de Habilidades Sociais, a Escala de Automonitoria, a Escala de Autoeficácia Acadêmica de Estudantes do Ensino Superior, o Inventário de Estratégias de Coping e o Questionário de Vivências Acadêmicas-reduzido. A autoeficácia na gestão acadêmica (40,9%) e a autoafirmação na expressão de afeto positivo (13,7%) apresentaram maior impacto para os estudantes de instituições públicas e privadas, podendo contribuir com possíveis intervenções no processo de adaptação ao ensino superior. Pesquisas prospectivas podem investigar questões relacionadas a dados sociodemográficos.(AU)

The aim of the study was to investigate the impact of the variables Social Skills, Resolution of Social Problems, Self-monitoring, Self-efficacy and Coping on Academic Adaptation in students from public and private higher education institutions. 637 students of both sexes participated, being 36.5% (115) men from public institutions and 22.3% (72) from private institutions, aged between 18 to 38 years (M = 24.7; SD = 6.3), of different grades. The Social Problem Solving Inventory, the Social Skills Inventory, the Self-Monitring Scale, the Higher Education Students' Academic Self-Efficacy Scale, the Coping Strategies Inventory and the Academic Experiences-Reduced Questionnaire were used. Self-efficacy in Academic Management (40.9%) and Self-affirmation in the Expression of Positive Affection (13.7%) had a greater impact on students from public and private institutions, which may contribute to possible interventions in the process of adapting to Higher Education. Prospective research can investigate issues related to sociodemographic data.(AU)

El objetivo del estudio fue investigar el impacto de las variables Habilidades sociales, Resolución de problemas sociales, Autocontrol, Autoeficacia y Afrontamiento en la adaptación académica en estudiantes de instituciones de educación superior públicas y privadas. Participaron 637 estudiantes de ambos sexos, siendo 36,5% (115) hombres de instituciones públicas y 22,3% (72) de instituciones privadas, con edades entre 18 y 38 años (M = 24,7; SD = 6,3), de diferentes grados. Se utilizaron el Inventario de Resolución de Problemas Sociales, el Inventario de Habilidades Sociales, la Escala de Autocontrol, la Escala de Autoeficacia Académica de los Estudiantes de Educación Superior, el Inventario de Estrategias de Afrontamiento y el Cuestionario de Experiencias Académicas Reducidas. La Autoeficacia en la Gestión Académica (40,9%) y la Autoafirmación en la Expresión de Afecto Positivo (13,7%) tuvieron un mayor impacto en los estudiantes de instituciones públicas y privadas, lo que puede contribuir a posibles intervenciones en el proceso de adaptación a la Educación Superior. La investigación prospectiva puede investigar cuestiones relacionadas con los datos sociodemográficos.(AU)

Saúde mental e cotas: um estudo comparativo entre estudantes universitários no Brasil / Mental health and quotas: a comparative study among university students in Brazil / Salud mental y cuotas: un estudio comparativo entre estudiantes universitarios en Brasil

Com a instauração da política de cotas, ocorreram profundas transformações no perfil dos estudantes das universidades públicas brasileiras. Essa nova composição do corpo discente, com maior representatividade de minorias e/ou estudantes de baixa renda, traz consigo novas demandas relacionadas à saúde mental do estudante. Apesar disso, ainda são escassas as pesquisas que investiguem esse contexto específico. Este estudo visa comparar a saúde mental de estudantes cotistas e não cotistas, avaliando diferenças nas prevalências de sintomas de depressão, ansiedade e estresse entre os dois grupos. Participaram da pesquisa 6.103 estudantes de graduação de uma universidade pública federal, dos quais 2.983 (48,88%) cotistas e 3.120 (51,12%) não cotistas. O levantamento de dados foi feito por meio de questionário on-line contendo questionário sociodemográfico e de hábitos de vida, e pelo Depression Anxiety and Stress Scale, na sua versão reduzida de 21 itens (DASS-21), utilizada para avaliar sintomas de depressão, ansiedade e estresse. Os resultados indicaram que os estudantes cotistas apresentaram maiores prevalências de sintomas de depressão e ansiedade quando comparados aos não cotistas. As áreas de Ciências Exatas e da Terra, e os Bacharelados Interdisciplinares apresentaram maiores diferenças entre os dois grupos em relação a esses problemas em saúde mental. Os resultados apontam para a necessidade de que as universidades estejam atentas às novas demandas em saúde mental dos estudantes e que estas sejam contempladas nas políticas de atenção à saúde estudantil.(AU)

With the introduction of the quota policy, profound changes took place in the profile of students in Brazilian public universities. This new composition of the student body, with greater representation of minorities and/or low-income students, brings new demands related to student mental health. Despite this, there are still few studies investigating this specific context. This study aims to compare the mental health of quota and non-quota students, evaluating differences in the prevalence of symptoms of depression, anxiety, and stress between the two groups. A total of 6,103 undergraduate students from a federal public university participated in the research, of which 2,983 (48.88%) were quota students and 3,120 (51.12%) were nonquota students. Data collection was carried out via an online questionnaire containing a sociodemographic and lifestyle questionnaire, and the Depression Anxiety and Stress Scale, in its reduced version of 21 items (DASS-21) was used to assess symptoms of depression, anxiety, and stress. The results indicated that quota students had higher prevalence of symptoms of depression and anxiety when compared to non-quota students. The areas of Exact and Earth Sciences and Interdisciplinary Bachelors were the ones that showed the greatest differences between the two groups in relation to these mental health problems. The results point to the need for universities to be attentive to the new demands in mental health of students and for these to be included in student health care policies.(AU)

Con la introducción de la política de cuotas, se produjeron cambios profundos en el perfil de los estudiantes de las universidades públicas brasileñas. Esta nueva composición del alumnado, con mayor representación de minorías y/o estudiantes de escasos recursos, trae consigo nuevas demandas relacionadas con la salud mental del alumno. Pero todavía existen pocas investigaciones sobre el contexto específico. Este estudio tiene como objetivo comparar la salud mental de los estudiantes beneficiarios de las políticas de cuotas y los no beneficiarios, y evaluar las diferencias en la prevalencia de síntomas de depresión, ansiedad y estrés entre los dos grupos. En la investigación participaron un total de 6.103 estudiantes de grado de una universidad pública federal, de los cuales 2.983 (48,88%) son estudiantes beneficiarios y 3.120 (51,12%) son estudiantes no beneficiarios. Los datos se recolectaron de un formulario en línea, que estaba compuesto por un cuestionario sociodemográfico y de hábitos de vida, y por la Escala de Depresión, Ansiedad y Estrés, en su versión reducida de 21 ítems (DASS-21), utilizada para evaluar síntomas de depresión, ansiedad y estrés. Los resultados destacaron que los estudiantes beneficiarios de las políticas de cuotas tenían una mayor prevalencia de síntomas de depresión y ansiedad en comparación con los estudiantes no beneficiarios. Las áreas de Ciencias Exactas y de la Tierra y Licenciaturas Interdisciplinarias presentaron las mayores diferencias entre los dos grupos con relación a estos problemas en salud mental. Los resultados apuntan a la necesidad de que las universidades sean conscientes de las nuevas demandas sobre la salud mental de los estudiantes y de que estas se incluyan en las políticas de atención de la salud estudiantil.(AU)

Use of the United States Medical Licensing Examination Step-1 Score as a Screening Tool for Orthopaedic Surgery Away Rotations.

BACKGROUND: Orthopaedic surgery has become an increasingly competitive specialty for medical students applying to residency. Aside from residency interviews, away rotations are one of the only opportunities for residency programs to qualitatively evaluate an applicant. The purpose of this study was to determine if residency program directors (PDs) use a minimum United States Medical Licensing Examination (USMLE) Step-1 score as a screening tool for students applying for away rotations at their institution. METHODS: An anonymous 12-question survey about residency selection criteria and which criteria are used to select applicants for away rotations was distributed to PDs at U.S. allopathic orthopaedic surgery residency programs who are members of the Council of Orthopaedic Residency Directors (CORD). Questions included information on minimum USMLE Step-1 scores, the number of students who complete away rotations at the program each year, and how applicants are selected for rotations. RESULTS: Survey responses were received from 87 (58%) of 149 PDs. Seventy-one (82%) of these PDs reported that their program uses a minimum Step-1 score for residency applications, with the most common cutoff score being between 231 and 240 (as answered by 33 [46%] of 72 PDs). Twenty-seven (31%) of 87 PDs reported that if a student does not meet their residency minimum Step-1 score, he or she is not offered the opportunity to rotate at the program. Eleven (25%) of 44 PDs reported that they do not inform students when their score is below the program's minimum. CONCLUSIONS: A substantial proportion of orthopaedic surgery residency PDs use the USMLE Step-1 score as a screening tool for students interested in doing away rotations at their programs. If a student's Step-1 score does not meet the program's minimum, the majority of programs still will allow the student to rotate at their institution. Students should take this information into account when selecting away rotations in order to maximize their chances of matching into an orthopaedic surgery program.

Is There an Association Between Comprehensive Basic Science Examination Score and Acceptance into an Oral and Maxillofacial Surgery Residency Program?

Sparse data exist regarding the association between applicants' Comprehensive Basic Science Examination (CBSE) scores and acceptance into an oral and maxillofacial surgery (OMFS) residency program. The aims of this study were to assess the association between applicants' CBSE scores and acceptance into one OMFS residency program; to determine the association between other applicant-related variables and acceptance into the program; and to identify the mean CBSE score of accepted applicants by their dental schools' American Association of Oral and Maxillofacial Surgeons (AAOMS) district. For this retrospective data analysis conducted in 2017, the study sample consisted of applicants to the University of Illinois at Chicago OMFS residency program for the application cycles of 2013-14, 2014-15, and 2015-16. The primary predictor variable was CBSE score. The primary outcome variable was acceptance to the program. A total of 477 applicants were in the sample. In the multivariate analysis, CBSE score was found to be significantly associated with an increased chance of acceptance into the program (OR=1.11, 95% CI: 1.08, 1.15; p<0.001). Other variables associated with acceptance, though to a non-significant degree, were age (p=0.01), dental school grade point average (GPA) (p=0.01), and number of externships completed prior to application (p=0.02). These findings may be useful for both applicants and program directors.

The relative predictive value of undergraduate versus graduate selection tools in two Australian medical schools.

Context: Monash University and the University of Western Australia admit both school-leavers and graduates into their Bachelor of Medicine and Bachelor of Surgery (MBBS) courses. The Undergraduate Medicine and Health Sciences Admission Test (UMAT) and the Graduate Medical Schools Admissions Test (GAMSAT) are used for selection, along with an academic score and an interview score. The aim of this study was to compare the relative predictive validity of the selected components in the two entry streams, particularly UMAT versus GAMSAT. Methods: Aggregated scores for course outcomes were calculated in the categories of knowledge, clinical and total scores, at four-time points. A path analysis was conducted based on multivariate regressions with model constraint parameters defined across the outcome variables to investigate change over time. Results: Academic scores were the strongest predictors of knowledge scores and end of course results. Interview scores had a small positive increasing effect, being stronger for clinical than knowledge outcomes. The effect size for GAMSAT was greater than for UMAT. Conclusions: Aptitude tests and interview scores added small but significant incremental predictive value to previous academic achievement. GAMSAT showed larger predictive value on outcomes than UMAT, for which one section (UMAT 3) had a negative effect.

[Admission test to the degree course in Medicine and Surgery and university career: the experience in the campuses of Piedmont Region (Northern Italy)]. / Test di ammissione al corso di laurea in Medicina e chirurgia e carriera universitaria: l'esperienza nelle sedi piemontesi.

OBJECTIVES: to consider the admission test to the degree course in Medicine and Surgery in the three campus of Piedmont Region (Northern Italy) in order to discuss the ability of this test to predict the academic outcome of the students. DESIGN: cohort study considering all the students enrolled in the first year of medicine during the academic year 2014-2015. Their academic career is monitored during the period January 2015-February 2016. SETTING AND PARTICIPANTS: a total of 781 students is considered and divided into two groups: regular (registered after passing the admission test; n. 605) and TAR (registered after court decision and having won the case in tribunal; n. 176). MAIN OUTCOME MEASURES: the study is based on three indicators of performance: A1. at least one of the required exams in the first year passed; A2. at least half of the required exams in the first year passed; A3. all the exams required in the first year passed. Statistical analyses are based on: positive predictive value and relative 95% confidence interval; odds ratio and relative 95% confidence intervals, adjusted by sex, age, high school type, and vote estimated by logistic regression models. RESULTS: the results highlight the good prediction of the admission test that remains significant even after adjustment for the confounding factors considered. CONCLUSIONS: the major limits are the short period of observation and the restricted number of campus considered. However, this analysis confirms the importance of the admission test. In fact, students with low scores in the test could show serious disadvantages in passing the exams (in the appointed time) in the first year.

Autorreportes verbales en voz alta para la identificación de procesos de razonamiento en pruebas estandarizadas / Verbal Self-reporting to Identify Reasoning Processes in Standardized Tests

Resumen: Los estándares actuales, para la evaluación de la calidad psicométrica de las pruebas psicológicas y educativas, estipulan que una de las evidencias requeridas que justifican las inferencias derivadas de la aplicación de un test se refiere a las estrategias para contestar a los ítems que lo componen. Por lo tanto, el objetivo del presente artículo se propone presentar los resultados de una investigación, que consistió en la ejecución de entrevistas semiestructuradas a un conjunto de 15 estudiantes universi tarios de primer ingreso, cuyos reportes orales fueron analizados con el objetivo de fundamentar un conjunto de estrategias para contestar los ítems verbales de la Prueba de Aptitud Académica de la Universidad de Costa Rica, que habían sido identificadas previamente. Los resultados indican que efectivamente los participantes emplearon las estrategias propuestas, lo cual constituye una eviden cia de gran importancia sobre las habilidades de razonamiento que se miden con los ítems verbales de la Prueba de Aptitud Académica. Finalmente, se concluye con una discusión sobre los resultados acerca de la utilidad de los autorreportes verbales que recaban evidencias de validez para un test y sobre futuras investigaciones en esta línea.

Abstract: Current standards for assessing the psychometric quality of psychological and educational tests stip ulate that one indication required to justify the inferences derived from the application of a test are those related to answering strategies for the test items. Thus, this article presents the results of a study that involved the execution of semi-structured interviews with a group of 15 college freshmen, whose oral reports were analyzed to provide support for a set of strategies to answer previously identified verbal items from the "Academic Aptitude Test" (Prueba de Aptitud Académica) at the Universidad de Costa Rica. The results indicate that participants actually used the proposed strategies, which is important evidence about the reasoning skills measured by the Prueba de Aptitud Académica verbal items. Finally, we conclude with a discussion of the results, the usefulness of verbal self-reports to gather evidence for test validity and future research along these lines.

Relación entre el desempeño en el examen de ingreso a la residencia y en el de especialización en pediatría en la ciudad de Buenos Aires / Correlation between results of the residency admission test and of pediatric certification test in Buenos Aires, Argentina

En la Ciudad de Buenos Aires (CABA) los ingresantes al sistema de residencia en pediatría lo hacen mediante un examen unificado y, al finalizar, rinden su examen de especialización en la Universidad de Buenos Aires (UBA). Existe evidencia de que el desempeño en determinadas evaluaciones podría predecir el rendimiento posterior. El objetivo de este estudio es evaluar si existe relación entre el examen de ingreso a la residencia (EIR) y el de especialización (EE) en pediatría. Se trata de una investigación transversal que incluye todos los sujetos que aprobaron el EIR de pediatría en CABA en 2004-2009 y que rindieron EE de pediatría en la UBA. Se obtuvo el puntaje de cada sujeto en ambos exámenes y se calculó la correlación correspondiente. Las notas fueron divididas en quintiles, calculando la proporción de alumnos que mejoró su ubicación en el segundo examen con respecto al primero. Se obtuvieron datos de 303 participantes. El examen de ingreso (calificación máxima de 60 puntos) mostró una mediana de 45.0 puntos (IIC: 43.0-48.7) y el examen de especialización (calificación máxima de 10 puntos) mostró una mediana de 6 puntos (IIC: 6-8), verificándose una correlación significativa entre la calificación del EIR y la del EE (r = 0.37, p < 0.001). En relación al quintil de referencia, 43.8% de los alumnos mejoró su ubicación en el EE respecto de la obtenida en el EIR, sin que se registraran diferencias entre residentes de hospitales pediátricos y de hospitales generales (45.6 vs. 31.5%; p = 0.1).

In the city of Buenos Aires (CABA), pediatric residents enter the residency program after taking a unified admission test. After completion of the program and passing a final test, the Universidad de Buenos Aires (UBA) provides a professional certification. The objective of this study is to determine if the results obtained in the residency admission test (RAT) and those of the professional certification test (PCT) correlated. This is a cross-sectional study, that included all subjects who passed the pediatrics RAT in CABA in 2004-2009, and that attended the pediatric PCT of the UBA. The score for each subject in both tests was obtained and the corresponding correlation was calculated. Results were divided in quintiles, and the proportion of subjects who improved their position in the PCT with respect to the RAT was calculated. Data from 303 subjects was obtained. The RAT showed a median of 45.0 (over 60 maximum) (IC-range: 43.0-48.7), and the PCT showed a median of 6 points (over 10 max.)(IC-range: 6-8). A significative correlation between results in RAT and PCT was observed (r = 0.37, p < 0.001). Based on their position in the RAT, 43.8% of subjects improved their position in the PCT, without differences between residents attending pediatric and general hospitals (45.6 vs. 31.5%; p = 0.1). In the case of pediatric residents, results of the residency admission test correlate with those obtained in the professional certification test.

Does Residency Selection Criteria Predict Performance in Orthopaedic Surgery Residency?

BACKGROUND: More than 1000 candidates applied for orthopaedic residency positions in 2014, and the competition is intense; approximately one-third of the candidates failed to secure a position in the match. However, the criteria used in the selection process often are subjective and studies have differed in terms of which criteria predict either objective measures or subjective ratings of resident performance by faculty. QUESTIONS/PURPOSES: Do preresidency selection factors serve as predictors of success in residency? Specifically, we asked which preresidency selection factors are associated or correlated with (1) objective measures of resident knowledge and performance; and (2) subjective ratings by faculty. METHODS: Charts of 60 orthopaedic residents from our institution were reviewed. Preresidency selection criteria examined included United States Medical Licensing Examination (USMLE) Step 1 and Step 2 scores, Medical College Admission Test (MCAT) scores, number of clinical clerkship honors, number of letters of recommendation, number of away rotations, Alpha Omega Alpha (AOA) honor medical society membership, fourth-year subinternship at our institution, and number of publications. Resident performance was assessed using objective measures including American Board of Orthopaedic Surgery (ABOS) Part I scores and Orthopaedics In-Training Exam (OITE) scores and subjective ratings by faculty including global evaluation scores and faculty rankings of residents. We tested associations between preresidency criteria and the subsequent objective and subjective metrics using linear correlation analysis and Mann-Whitney tests when appropriate. RESULTS: Objective measures of resident performance namely, ABOS Part I scores, had a moderate linear correlation with the USMLE Step 2 scores (r = 0.55, p < 0.001) and number of clinical honors received in medical school (r = 0.45, p < 0.001). OITE scores had a weak linear correlation with the number of clinical honors (r = 0.35, p = 0.009) and USMLE Step 2 scores (r = 0.29, p = 0.02). With regards to subjective outcomes, AOA membership was associated with higher scores on the global evaluation (p = 0.005). AOA membership also correlated with higher global evaluation scores (r = 0.60, p = 0.005) with the strongest correlation existing between AOA membership and the "interpersonal and communication skills" subsection of the global evaluations. CONCLUSIONS: We found that USMLE Step 2, number of honors in medical school clerkships, and AOA membership demonstrated the strongest correlations with resident performance. Our goal in analyzing these data was to provide residency programs at large a sense of which criteria may be "high yield" in ranking applicants by analyzing data from within our own pool of residents. Similar studies across a broader scope of programs are warranted to confirm applicability of our findings. The continually emerging complexities of the field of orthopaedic surgery lend increasing importance to future work on the appropriate selection and training of orthopaedic residents.

Relación entre puntaje de prueba de selección universitaria y nota enseñanza media, y el rendimiento académico de la asignatura de morfología en alumnos de primer año de odontología de la Universidad de los Andes / Relationship between university selection test scores, high school grade point average (GPA) and academic performance in the subject of morphology in dentistry freshmen at the Universidad de los Andes

El estudio de predictores de rendimiento académico presenta gran relevancia en el área de la salud. El objetivo de este trabajo fue evaluar la relación entre el puntaje de Prueba de Selección Universitaria (PSU) y notas de enseñanza media (puntaje nota de enseñanza media) en la asignatura de Morfología en alumnos de primer año de odontología, en la Universidad de los Andes. Estudio descriptivo con 312 estudiantes admitidos en el primer año de la carrera de odontología de la Universidad de los Andes de Chile, de forma regular y que terminaron el año universitario sin deserción los años 2005 a 2008 y 2010. Las variables estudiadas fueron género, promedio puntaje de notas de enseñanza media, puntaje PSU, tipo de colegio de procedencia según sistema de financiamiento (municipal, particular subvencionado y particular) y nota final de la asignatura de morfología de los alumnos del primer año de estudio, en la carrera de odontología. De los 312 alumnos, la mediana de PSU, notas de enseñanza media y nota de morfología fueron 692,6, 702 y 4,4 respectivamente. Del total de la muestra, 221 alumnos (71%) correspondieron al sexo femenino. Del total de la muestra, 290 alumnos (93%) provenían de colegios particulares, 15 alumnos (5%) de colegios particulares subvencionados y 6 alumnos (2%) de colegios municipales. La relación entre puntaje nota de enseñanza media y nota de morfología muestra una correlación de 0,35 (Rho de Spearman, valor-p <0,0001), y puntaje de PSU con nota de Morfología una correlación de 0,39 (Rho de Spearman, valor-p <0,0001). Existe asociación entre nota morfología, puntaje de notas de enseñanza media y PSU, de tal manera, que los mejores puntajes de nota de enseñanza media y PSU, muestran mejor rendimiento en la asignatura de morfología.

The study of predictors of academic performance is of great importance in the area of health. The objective of this study was to assess the relationship between PSU (University selection admission scores) and Secondary Education (High school grade point average score) in the freshmen morphology course in dentistry, at the Universidad de los Andes. A descriptive study of 312 students admitted to the first year of dental school at the Universidad de los Andes in Chile, on a regular basis and who have completed the academic year without dropping out, the years 2005-2008 and 2010. The variables studied were sex, grade point average in high school, PSU score, type of school of origin as financing system (municipal, private subsidized and private) and final grade received in morphology for dentistry students during their freshmen year. Of the 312 students, the median PSU, high school grades and morphology were as follows: 692.6, grade 702, and 4.4 respectively. Of the total sample, 221 students (71%) were female. Of the total sample, 290 students (93%) had attended private schools, 15 students (5%) private subsidized schools and 6 students (2%) municipal schools. The relationship between scores and high school grade point average and grade attained in the morphology course, shows a correlation of 0.35 (Spearman rho, p-value <0.0001) and PSU score with the morphology course grade, a correlation of 0.39 (Spearman rho, p-value <0.0001). There is a relationship between morphology grade scores, high school grades and university selection test scores, indicating that the best high school grades and university selection scores show better student performance in the subject of morphology.

Distribution of PSU scores for dentistry schools in Chile during 2012-2014 / Distribución de los puntajes PSU en la carrera de Odontología en Chile durante 2012-2014

To describe distribution of applicants’ scores in the University Selection Test (Prueba de Selección Universitaria, PSU) for dentistry in Chilean universities associated with the PSU test between 2012 and 2014. Methodology: A retrospective study based on the applicants’ records to dentistry in universities associated with the PSU admission process from 2012 to 2014. Results: There were twenty careers, representing sixteen universities associated with the PSU process. From them, ten were private and ten traditional. Overall, 19,469 students applied and 6,105 were summoned to fill 4,828 vacancies during the period under study. There was a drop in the number of applicants per vacancy from 5.30 to 3.11 and the selection per quota rose from 1.23 to 1.32, varying mostly in private universities. The weighted average score was 662.78 +/- 44.73 with a steady decline without differences regarding sex mostly in private universities. Conclusions: During 2012-2014, there were fewer candidates for dentistry, as well as lower scores primarily affecting private schools.

Describir la distribución de los puntajes PSU de los postulantes a odontología en las universidades chilenas adscritas al proceso PSU durante los años 2012 a 2014. Metodología: Estudio retrospectivo a partir de los registros de postulantes a las carreras de odontología en universidades adscritas al proceso PSU en las admisiones 2012 a 2014. Resultados: Se incluyeron 20 carreras, que representan a 16 universidades adscritas al proceso PSU, 10 de ellas privadas y 10 tradicionales En términos globales durante el período en estudio postularon 1.9469 personas, siendo 6.105 seleccionados en primer llamado para un total 4.828 cupos disponibles; se observa una disminución de los postulantes por cupo desde 5,30 a 3,11 y los llamados por cupo disponible subieron desde 1,23 a 1,32, variando mayormente en universidades privadas; el puntaje ponderado promedio fue 662,78 +/-44,73 con una baja sostenida, mayor en universidades privadas y sin diferencias por sexo. Conclusiones: Durante el periodo 2012-2014 hubo menos postulantes a odontología, así como una baja de los puntajes que afecta principalmente a planteles privados.

The performance of students with and without disability on the 11th grade university admission test / Rendimiento en la prueba de admisión a la universidad (Saber 11) de personas en y sin condición de discapacidad

Objective Comparing standardized university admission scores between students with and without disability within the same school and also comparing the performance of students with hearing, visual and physical disability. Methods This was a retrospective cohort study which compared the test results of students with and without disabilities within the same school. A matched case-control study nested in a cohort was assembled. Standardized differences were calculated for comparing such scores. Results Students without disabilities performed significantly better than disabled ones(i.e. disabled students scored lower than their classmates). Conclusion Further research is needed to determine whether the Colombian educational system, adjustments made to tests for this population or students' individual skills were the factors underlying the difference regarding the test results.

Objetivo Comparar los resultados en la prueba Saber 11 (prueba estandarizada para la admisión en la mayoría de universidades de Colombia) entre los estudiantes con y sin discapacidad dentro de la misma institución educativa. Asimismo, comparar el rendimiento de los alumnos con problemas de audición, discapacidad visual y física. Métodos Se realizó un estudio de cohorte retrospectiva en la que se dividió a los estudiantes según su condición de discapacidad. Se anidó un caso-cohorte emparejando cada caso de discapacidad con su grupo de compañeros de colegio. Se calcularon las diferencias estandarizadas para comparar los grupos. Resultados Los estudiantes sin discapacidades se desempeñaron significativamente mejor que los estudiantes con discapacidad, es decir, los estudiantes con discapacidades obtuvieron puntajes más bajos que sus compañeros de clase. Conclusión Se necesita más investigación para investigar si el sistema educativo colombiano, los ajustes en las pruebas para esta población o las capacidades individuales de los alumnos son los factores subyacentes de la diferencia en los resultados de las pruebas.

Relación entre las modalidades de ingreso y el rendimiento académico de los estudiantes de estomatología de las cohortes 2008-2009 en una universidad privada / Relationship between different admissions criteria and academic performance of the career ofdentistry in a Private University

Objetivos: Determinar la relación entre las modalidades de ingreso y el rendimiento académicouniversitario de los estudiantes de estomatología de las cohortes 2008-2009 de la Universidad Peruana Cayetano Heredia (UPCH). Material y métodos: Diseño de corte descriptivo, observacional, longitudinal y retrospectivo, se realizó en la población total de estudiantes de la Facultad de Estomatología Roberto Beltrán de la UPCH que ingresaron en los años 2008 y 2009 que cursaron el primer y segundo año académico. En el 2008 ingresaron 118 y en el 2009 fueron 110. Resultados: Respecto a las modalidades de ingreso se observa que el mayor número de estudiantes ingresaron por Factor Excelencia (N=135, 59%), seguido de Examen de admisión (N=52, 22%) y Centro Preuniversitario-CEPREU (N=38, 16%), respecto al rendimiento académico universitario según género se encontró que el mayor número de estudiantes fueron de sexo femenino (N= 159, 70%) seguido del sexo masculino (N=69, 30%), no se encontró diferencias estadísticamente significativas respecto al rendimiento académico universitario según sexo. Conclusiones: Respecto al estudio de la relación del rendimiento académico universitario con las modalidades de ingreso se encontró que los estudiantes obtuvieron promedios similares en el rendimiento académico universitario al margen de la modalidad de ingreso, en términos de promedio ponderado anual, la relación no fue estadísticamente significativa (P>0,05). Las modalidades de admisión parecen no ser un buen predictor del rendimiento académico; salvo el rendimiento escolar previo, una vez que el estudiante ingresa a la universidad se disipan algunas variables que los caracterizan durante la etapa escolar.

Objectives: The increasing number of students attending university raises the interest to know the factor sable to predict academic performance in the university studies. This paper studies the association of the academic university performance in the first two years of studies of the career of dentistry of the Universidad Peruana Cayetano Heredia to different admission criteria to the University. Material and methods: The study was descriptive and correlational research in a population of 228 students of both sexes from the first and second year of studies of the cohorts 2008 and 2009. Results: The research shows no association of university academic performance with sex and different admission criteria on school institution. Dental schools should assess the validity of their selection systems. Conclusions: Further longitudinal, national work is nevertheless required to determine the extent to which high school performance, socio-demographic and educational variables predict academic performance on undergraduate programs.

The use of a surgery-specific written examination in the selection process of surgical residents.

OBJECTIVE: Selection of surgical residents is a difficult task, and program directors are interested in identifying the best candidates. Among the qualities being sought after is the ability to acquire surgical knowledge, and eventually do well on their board examinations. During the interview process, many programs use results from the United States Medical Licensing Exam (USMLE) to identify residents they think will do well academically. The purpose of this study was to evaluate a different method of identifying such residents, through the use of a surgery-specific written exam (SSWE). DESIGN: A retrospective review of residents in our program between 2004 and 2012 was done. A 50-question SSWE was designed and administered to candidates on the day of their interview. Scores on the SSWE and the USMLE were compared with results on the American Board of Surgery In-Training Exam (ABSITE). Correlation coefficients were calculated and compared. SETTING: Community based General Surgery residency program. PARTICIPANTS: Resident applicants. RESULTS: Forty-three residents had scores available from the SSWE, USMLE Part 1 (USMLE-1), and Part 2 (USMLE-2). There were ABSITE scores available for 38 in postgraduate year (PGY) 1. USMLE-1 had a statistically significant correlation (r = 0.327, p = 0.045) with the ABSITE score in PGY-1 (ABSITE-1), while with USMLE-2 had slightly less correlation (r = 0.314, p = 0.055) with ABSITE-1. However, the SSWE had a much stronger correlation (r = 0.656, p < 0.001) than either of them. CONCLUSIONS: An SSWE is a good method to identify residents who will later do well on the ABSITE. It is a better method than using the more general USMLE. Since the ABSITE has been shown to correlate with performance on board examinations, residency programs interested in identifying candidates that will do well on their board examinations, should consider incorporating an SSWE into their application process.

Does performance in selection processes predict performance as a dental student?

OBJECTIVE: This study investigated associations between the performance of dental students in each of the three components of the selection procedure [academic average, Undergraduate Medicine and Health Sciences Admission Test (UMAT) and structured interview], socio-demographic characteristics and their academic success in an undergraduate dental surgery programme. MATERIALS AND METHODS: Longitudinal review of admissions data relating to students entering dental education at the University of Otago, New Zealand, between 2004 and 2009 was compared with academic performance throughout the dental programme. RESULTS AND DISCUSSION: After controlling for variables, pre-admission academic average, UMAT scores and interview performance did not predict performance as a dental student. Class place in second year, however, was a strong predictor of class place in final year. Multivariate analysis demonstrated that the best predictors of higher class placement in the final year were New Zealand European ethnicity and domestic (rather than international) student status. Other socio-demographic characteristics were not associated with performance. These interim findings provide a sound base for the ongoing study. CONCLUSION: The study found important socio-demographic differences in pre-admission test scores, but those scores did not predict performance in the dental programme, whether measured in second year or in final year.

Algunos factores relacionados con el rendimiento académico en el examen estatal de los residentes cubanos de Medicina General Integral / Some factors related ti the academic performance in the final board exam of the Cuban resident physicians in the General Family Medicine

Se realizó un estudio investigativo en el campo de la educación de posgrado, con el objetivo de caracterizar algunos factores relacionados con el rendimiento académico de los residentes cubanos de la especialidad Medicina General Integral en el examen estatal, atendiendo a su autopreparación y condicionantes locales del proceso de formación posgraduada en el Estado Miranda, Venezuela, durante el curso 2005-2006 para lo cual se emplearon métodos teóricos y empíricos de investigación. Se diseñó una encuesta y una entrevista a expertos. La encuesta fue dirigida a la totalidad de los médicos cubanos residentes que se presentaron a examen estatal en ese periodo, que sumaron un total de 28, con el propósito de indagar sobre: calificación obtenida en examen estatal, autopreparación, bibliografía, así como también elementos referidos a: organización y estructuración del proceso enseñanza-aprendizaje. Fueron identificados como factores, la deficiente autopreparación del residente, insuficiente tiempo de preparación para el examen, insuficiente bibliografía, la falta de interconsultas y rotaciones hospitalarias. Los expertos relacionaron la deficiente preparación de los residentes con la insuficiente bibliografía, la sobrecarga asistencial y el medio social quienes a sus juicios limitaron en el tiempo de preparación para el examen.

A research study was conducted in the field of graduate education to characterize some of the factors related to the academic performance of Cuban general family medicine residents in the final board exam, taking into account their self-preparation and the local conditions of the graduate formative process in the Miranda state, Venezuela in the 2005-2006 academic years. To this end, theoretical and empirical methods were used together with the design of an expert-tailored interview and survey. The survey was administered to the 28 Cuban residents who attended the board exam in that period in order to find out the marks in the exam, their self-preparation, the consulted literature and the organization and structuring of the teaching-learning process. The identified factors were poor self-preparation of the residents, not enough time to prepare themselves for the exam, lacking literature, and lack of interconsultations and clinical rotations in hospitals. The experts associated the poor preparation of the residents for the exam with lacking literature, the work overload and the social setting conditions, and according to their criteria, these elements restricted the time spent in preparing for the exam.

Caracterización del examen teórico final de Morfofisiología Humana del perfil Laboratorio Clínico / Characterization of the final theoretical exam of Human Morphophysiology in the Clinical Laboratory specialty

Se realizó un estudio investigativo con enfoque cuantitativo y cualitativo con el objetivo de caracterizar el instrumento de evaluación aplicado al examen teórico final de Morfofisiología Humana I del perfil Laboratorio Clínico de la Licenciatura en Tecnología de la Salud, en el Distrito Metropolitano de Caracas aplicado durante el 2008 a estudiantes del ciclo básico. Se utilizaron métodos teóricos para la revisión documental y bibliográfica relacionada con la evaluación, calidad de instrumentos evaluativos y métodos empíricos a través de: entrevistas a grupo focal, grupo nominal. Se analizaron 24 instrumentos de evaluación. Para el análisis del instrumento evaluativo, el autor centró su análisis en el índice de los datos que se obtuvieron, se procesaron, tabularon y se llevaron a tablas y gráficos para su análisis y discusión. Las principales dificultades estuvieron en la elaboración de las preguntas en el examen teórico final de Morfofisiología Humana I. Las áreas temáticas se correspondieron con el fondo de tiempo, el contenido evaluado, el número de ítems y los objetivos de la asignatura. Las preguntas de pareamiento predominaron y las de desarrollo o ensayo de respuestas cortas fueron las de mayor dificultad. El instrumento de evaluación aplicado se clasificó según Backhoff como fácil.

A research study focused on quantitative and qualitative aspects was conducted to characterize the evaluation instrument applied in the final theoretical exam of Human Morphophysiology I of the Clinical Laboratory specialty of Bachelor of Health Technologies studies. This was the exam of the basic sciences cycle medical students in 2008 in the metropolitan area of Caracas. Some theoretical methods were used for document and literature review linked to evaluation, quality of evaluation instruments and empirical methods, such as focal group and nominal group interviews. Twenty four evaluation instruments were analyzed. To this end, the author focused on the index of data that were collected, processed, tabulated and put in tables and graphs for their analysis and discussion. The main difficulties were found in the preparation of questions in the final theoretical exam of Human Morphophysiology I. The thematic areas agreed with the allocated time, the evaluated contents, the number of items and the objectives of the subject. The matching-type questions predominated whereas essay questions with short answers were the most difficult for the students. According to Backhoffïs classification, the evaluation instrument was rated as easy.

Proceso de admisión al residentado médico en el Perú: características, preferencias y propuestas de los médicos que se preparan para rendir el examen de admisión 2011 / Admission competition for medical residency in Peru: characteristics, preferences, and proposals from physicians who are preparing for taking the national medical residency examination in 2011

Objetivo: Describir las características, preferencias y propuestas de los médicos que se preparan para rendir el examen, respecto al proceso de admisión vigente al residentado médico en el Perú. Material y método: Se realizó un estudio descriptivo, considerando una población referencial de 4 328 postulantes, según el examen de residentado médico 2010, utilizando el programa estadístico Epidat 3,1, con un nivel de confianza del 95, y precisión del 5, se obtuvo 353 como valor muestral. Utilizando un cuestionario autoaplicable y validado previamente en 20 médicos postulantes. Resultados: De los 416 médicos encuestados (mediana de 27 años) la mayoría procede de universidades del interior del país (52,6). El 42,5 trabaja actualmente, de éstos, el 79,7 en el sector privado y el 79,2 bajo la modalidad de locación de servicios. El 48,6 realizó el Servicio Rural Urbano Marginal en Salud (SERUMS) en establecimientos correspondientes al Quintil I (extrema pobreza). El 54,3 ha tenido una experiencia previa del proceso de admisión al residentado médico. El 48,6 está en desacuerdo con el proceso actual del residentado médico, 67,5 está a favor del examen único nacional, y 39,2 prefiere el concurso por especialidades. El 38,9 considera que la evaluación del examen debe ser realizada por el CONAREME y cada universidad. El 54,1 está en desacuerdo al incremento del número de vacantes cautivas y 78,1 expresó estar en desacuerdo ante la propuesta del Ministerio de Salud de implementar tiempo de servicio obligatorio adicional en el residentado médico en regiones de menor desarrollo del país. Conclusiones: La mayoría de médicos encuestados procede de universidades del interior del país, sin carga familiar importante, menos de la mitad trabaja y lo hace en su mayoría bajo la modalidad de locación de servicios.

Objetive: To describe features, preferences, and proposals from physicians that are preparing themselves to take the 2011 National Medical Residency Examination in Peru. Material and ethods: This is a descriptive study, considering a referential population including 4328 candidates, according to the 2010 National Medical Residency Examination. The Epidat 3.1 statistical software was used, with a 95 confidence limit, and a 5 precision value, and the simple size was established in 353 physicians. A self-applicable and previously validated questionnaire was previously used as a pilot in 20 candidates. Results: Of the 416 surveyed physicians (median age, 27 years), most of them come from provinces outside Lime (52.6). Nearly half of all physicians (42.5) are currently working, 79.5 of them in the private sector and 79.2 on an outsourcing basis. Nearly half of all candidates (48.6) performed their rural healthcare service (SERUMS, according to its Spanish initials) in extremely poor areas in Peru (Quintile I). More than half of the candidates (54.3) had already taken the Medical Residency Examination in the past. Nearly half of the candidates (48,6) do not agree with the current status for the National Medical Residency Examination, 67.5 prefer a single national examination, and 39,2 prefer that the contest is separated for each specialty. More than one third (38.9) considered that the examination should be led by CONAREME (National Commission for Medical Residency) and each Medical School. More than half of the candidates do not agree with the increase of the so-called captive places, and 78.1 disagreed with the proposal by the Ministry of Health to establish an additional mandatory period of work for medical specialists in the less developed areas in the country.