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The simulated tutorial. Method for assessing medical school applicants.

D L Mitchell, W Pallie, R G McAuley

    British Journal of Medical Education
    |September 1, 1975
    PubMed
    Summary
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    The simulated tutorial effectively assesses medical school applicants in small groups. This method shows promise for evaluating problem-solving skills and peer interaction during student selection.

    Area of Science:

    • Medical Education
    • Psychometrics
    • Student Selection

    Background:

    • Traditional medical school admissions often rely on standardized tests and interviews.
    • Assessing interpersonal skills and group dynamics is crucial for effective medical practice.
    • McMaster University is exploring innovative methods for medical student selection.

    Purpose of the Study:

    • To evaluate the utility of a simulated tutorial as a medical student selection tool.
    • To assess applicants' performance in small problem-solving groups.
    • To gather feedback from assessors and applicants on the simulated tutorial method.

    Main Methods:

    • 432 applicants were randomly assigned to small groups (5-6 members) with a leader.
    • Participants engaged in two unstructured problem-solving scenarios over 50 minutes.

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  • Assessors evaluated applicants on peer interaction, group function, and problem definition.

    • Main Results:

    • Assessors found the simulated tutorial feasible for evaluating applicants within the time limit.
    • Approximately 80% of applicants felt they could express themselves during the session.
    • Prior small group experience and high ratings for personal qualities correlated with higher applicant scores.

    Conclusions:

    • The simulated tutorial shows potential as a valuable tool for medical student selection.
    • The method effectively assesses key interpersonal and problem-solving competencies.
    • Further validation is underway comparing simulated tutorial scores with undergraduate M.D. program performance.