Medical educators realize that there are no simple predictors for student performance in the clinical training years.
College grades and Medical College Admission Test scores may suggest the strength of a student's achievement in the basic sciences but cannot be relied on to predict efficacy in patient care.
There is no fool proof way of assessing noncognitive abilities critical to clinical competence.
However, in admissions, extracurricular activities, community service, leadership abilities, recommendations, and interviews are examined to assess personal strengths.
The author's observations suggest that noncognitive attributes are important in the success of disadvantaged students.
Although some, but not all, with low Medical College Admission Test scores may not excel in the basic sciences, once they reach the clinical years, a leveling of the playing field gives them an opportunity to show their special competence with patients.
Minority students, perhaps because of their own life experiences, often are alert to the needs and sensitivities of patients.
As a group, they are respectful of the dignity of patients.
Many embrace the dictum : treat every patient as you would want a family member to be treated.
Most minority students, despite pressures of being a minority in predominantly white environments, perform at a very high level in the clinical years and thereafter.
Mots-clés Pascal : Enseignement universitaire, Pratique professionnelle, Orthopédie, Etudiant, Discrimination, Homme, Réussite, Harvard Medical School
Mots-clés Pascal anglais : Higher education, Professional practice, Orthopedics, Student, Discrimination, Human, Achievement
Notice produite par :
Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 99-0294645
Code Inist : 002B30A09. Création : 16/11/1999.