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Ranking Practice Variability in the Medical Student Performance Evaluation: So Bad, It's "Good"
Megan Boysen Osborn1, James Mattson, Justin Yanuck
1M. Boysen Osborn is assistant professor and residency program director, Department of Emergency Medicine, University of California, Irvine, Orange, California. J. Mattson is a fourth-year medical student, University of California, Irvine, School of Medicine, Irvine, California. J. Yanuck is a fourth-year medical student, University of California, Irvine, School of Medicine, Irvine, California. C. Anderson is research specialist, Department of Emergency Medicine, University of California, Irvine, Orange, California. A. Tekian is professor, Department of Medical Education, University of Illinois, Chicago, Chicago, Illinois. J.C. Fox is professor and assistant dean of student affairs, Department of Emergency Medicine, University of California, Irvine, Orange, California. I.B. Harris is professor and head and director of graduate studies, Department of Medical Education, University of Illinois, Chicago, Chicago, Illinois.
Medical schools show significant variability in ranking systems used in Medical Student Performance Evaluations (MSPEs). This inconsistency may hinder residency program directors
Area of Science:
- Medical Education
- Residency Admissions
- Student Evaluation
Background:
- Medical Student Performance Evaluations (MSPEs) are crucial for residency program admissions.
- Standardization in MSPE ranking systems is lacking, potentially impacting applicant evaluation.
Purpose of the Study:
- To investigate the diversity of ranking systems employed by medical schools within MSPEs.
- To assess the implications of this variability on the residency application process.
Main Methods:
- Review of MSPEs from U.S. MD-granting medical schools submitted to specific residency programs.
- Analysis of ranking system characteristics: presence, type, category descriptors, and location.
- Examination of non-ranking schools for rank-suggestive language.
Main Results:
- A majority of medical schools (75%) utilize ranking systems in MSPEs.
- Significant variation exists in the number, size, and descriptors of ranking categories.
- Inconsistent terminology and placement of ranking information were observed.
- Many non-ranking schools used language implying a rank order.
Conclusions:
- Extensive variability in MSPE ranking systems complicates applicant comparison for residency directors.
- This inconsistency may devalue the MSPE and disadvantage high-achieving students.
- A standardized approach to student ranking in MSPEs is recommended for all stakeholders.
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