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Nonacademic predictors of China medical licensing examination.
BMC Med Educ
January 2025
Department of Radiology and Tianjin Key Lab of Functional Imaging and Tianjin Institute of Radiology and State Key Laboratory of Experimental Hematology, Tianjin Medical University General Hospital, Tianjin, 300052, China.
Background: National Medical Licensing Examination (NMLE) is the entrance exam for medical practice in China, and its general medical knowledge test (GMKT) evaluates abilities of medical students to comprehensively apply medical knowledge to clinical practice. This study aimed to identify nonacademic predictors of GMKT performance, which would benefit medical schools in designing appropriate strategies and techniques to facilitate the transition from medical students to qualified medical practitioners.
Methods: In 1202 medical students, we conducted the deletion-substitution-addition (DSA) and structural equation model (SEM) analyses to identify nonacademic predictors of GMKT performance from 98 candidate variables including early life events, physical conditions, psychological and personality assessments, cognitive abilities, and socioeconomic conditions.
Effect of feedback-integrated reflection, on deep learning of undergraduate medical students in a clinical setting.
BMC Med Educ
January 2025
Riphah international university, Rawalpindi, Pakistan.
Background: Reflection fosters self-regulated learning by enabling learners to critically evaluate their performance, identify gaps, and make plans to improve. Feedback, in turn, provides external insights that complement reflection, helping learners recognize their strengths and weaknesses, adjust their learning strategies, and enhance clinical reasoning and decision-making skills. However, reflection alone may not produce the desirable effects unless coupled with feedback.
View Article and Find Full Text PDFYou cannot be what you cannot see: a retrospective natural longitudinal cohort study exploring the impact of face-to-face rural immersion on student medical training satisfaction and intention to practice rurally.
BMJ Open
January 2025
Rockhampton Regional Clinical Unit, Medical School, Faculty of Medicine, The University of Queensland, Rockhampton, Queensland, Australia.
Objective: Community-engaged immersive rural experiences were limited during the COVID-19 pandemic when online learning was instigated across medical institutions globally. This study aimed to explore the impact of online learning on medical students' satisfaction levels and intentions to practice in a rural area after graduation.
Design, Setting And Participants: We conducted a natural quasi-experimental longitudinal retrospective cross-sectional study during 2011-2022 for all Australian domestic medical students who undertook a Rural and Remote Medicine (RRM) placement at the University of Queensland.
Spontaneous Anthropocentric Language Use in University Students' Explanations of Biological Concepts Varies by Topic and Predicts Misconception Agreement.
CBE Life Sci Educ
March 2025
Department of Psychology, Northeastern University, Boston, MA, 02115.
Previous research has shown that students employ intuitive thinking when understanding scientific concepts. Three types of intuitive thinking-essentialist, teleological, and anthropic thinking-are used in biology learning and can lead to misconceptions. However, it is unknown how commonly these types of intuitive thinking, or cognitive construals, are used spontaneously in students' explanations across biological concepts and whether this usage is related to endorsement of construal-consistent misconceptions.
View Article and Find Full Text PDF"When I talk about it, my eyes light up!" Impacts of a national laboratory internship on community college student success.
PLoS One
January 2025
Graduate Group in Science & Mathematics Education (SESAME), University of California-Berkeley, Berkeley, California, United States of America.
Participation in technical/research internships may improve undergraduate graduation rates and persistence in science, technology, engineering, and mathematics (STEM), yet little is known about the benefits of these activities a) for community college students, b) when hosted by national laboratories, and c) beyond the first few years after the internship. We applied Social Cognitive Career Theory (SCCT) to investigate alumni perspectives about how CCI at Lawrence Berkeley National Laboratory (LBNL) impacted their academic/career activities. We learned that alumni had low confidence and expectations of success in STEM as community college students.
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