Educational Achievement in Medical Students Entered University between 1995 and 2003, Kerman University of Medical Sciences

AUTHORS

Ali Akbar Haghdoost 1 , * , Aryan Esmaeili 1

1 Iran

How to Cite: Haghdoost A A, Esmaeili A . Educational Achievement in Medical Students Entered University between 1995 and 2003, Kerman University of Medical Sciences, Strides Dev Med Educ. 2009 ; 5(2):e58705.

ARTICLE INFORMATION

Strides in Development of Medical Education: 5 (2); e58705
Published Online: January 20, 2009
Article Type: Research Article
Received: July 25, 2017
Accepted: September 30, 2008

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Abstract

Background & Objective: Assessing students’ grades in their courses and in national
comprehensive exams may help us in the assessment of educational status of different departments
indirectly. In this study, the internal consistency of medical students’ scores in Kerman University
of Medical Sciences was assessed.
Methods: In a historical cohort study, students’ grades and other information for entrance years
between 1995 and 2003 were extracted from the central admission office and 10 indicators for
educational achievement were defined for each student. Having used Cronbach's alpha and linear
regression, we checked the internal consistency of scores. Also, we used factorial analysis and
related graphs (Dendrogram) to evaluate the consistency between factors of students’ educational
achievement.
Results: Females were more successful in all series of students except for national comprehensive
exams. Although internal consistency in males’ scores was more than females’, males’ scores in
specific courses of basic sciences were more related to the scores of their basic sciences
comprehensive exams. In addition, internal consistency in males’ scores was more than females’
especially in clinical courses. Higher age at entering university could cause a decrease in
educational success. Students’ grades in various courses had slight consistency with national
comprehensive exams. Moreover, the internal consistency of scores during clerkship and internship
were significantly lower than the other phases.
Conclusion: Lower consistency of scores in clinical courses may imply lower validity of these
scores. Unlike higher educational success in females, it seems that stability in males’ scores was
greater in most indicators.

Keywords

Educational achievement Internal consistency Educational success evaluation Medical student of Kerman University of Medical Sciences

© 2009, Medical Education Development Center. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.

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