ABSTRACT
Following publication of the original article [1], one of the authors reported that prior to publication her surname had changed from 'Kerlen' to 'van der Kruk', but that this change had not been incorporated in the final version.
ABSTRACT
Following publication of the original article [1], one of the authors reported that prior to publication her surname had changed from 'Kerlen' to 'van der Kruk', but that this change had not been incorporated in the final version.
ABSTRACT
BACKGROUND: Despite the highly selective admission processes utilised by medical schools, a significant cohort of medical students still face academic difficulties and are at a higher risk of delayed graduation or outright dismissal. METHODS: This study used survival analysis to identify the non-academic and academic risk factors (and their relative risks) associated with academic difficulty at a regionally located medical school. Retrospective non-academic and academic entry data for all medical students who were enrolled at the time of the study (2009-2014) were collated and analysed. Non-academic variables included age at commencement of studies, gender, Indigenous status, origin, first in family to go to University (FIF), non-English speaking background (NESB), socio-economic status (SES) and rurality expressed as Australian Standard Geographical Classification-Remoteness Area (ASGC-RA). Academic variables included tertiary entrance exam score expressed as overall position (OP) and interview score. In addition, post-entry mid- and end-of-year summative assessment data in the first and second years of study were collated. RESULTS: The results of the survival analysis indicated that FIF, Indigenous and very remote backgrounds, as well as low post-entry Year 1 (final) and Year 2 (mid-year and final) examination scores were strong risk factors associated with academic difficulty. A high proportion of the FIF students who experienced academic difficulty eventually failed and exited the medical program. Further exploratory research will be required to identify the specific needs of this group of students in order to develop appropriate and targeted academic support programs for them. CONCLUSIONS: This study has highlighted the need for medical schools to be proactive in establishing support interventions/strategies earlier rather than later, for students experiencing academic difficulty because, the earlier such students can be flagged, the more likely they are able to obtain positive academic outcomes.
Subject(s)
Academic Success , Risk Assessment/methods , Schools, Medical , Students, Medical , Adolescent , Adult , Age Factors , Australia , Female , Humans , Kaplan-Meier Estimate , Male , Middle Aged , Proportional Hazards Models , Retrospective Studies , Risk Factors , Sex Factors , Young AdultABSTRACT
Health funding, as a proportion of gross domestic product, has been shrinking for several years. The impact of that shrinkage is taking a severe tolL on those working in the health system.
Subject(s)
Allied Health Personnel , Financing, Government , Health Expenditures , Healthcare Financing , Nurses , Humans , New ZealandABSTRACT
NZNU members are tinding workpLace pressures and quaLity pa. tient care increasingly difficult to reconcile. Here, in their own words, and in the words of NZNO staff who support them, are taLes from the frontline.
Subject(s)
Burnout, Professional , Nurses , Workload , Humans , New Zealand , Occupational Stress , Personnel Staffing and SchedulingABSTRACT
The chance to move from clinical practice to nursing education came at an opportune time for one nursing lecturer.
