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Graduate Status (graduate + status)

Distribution by Scientific Domains

Medical Sciences	75%

Selected Abstracts

Approaches to learning and studying in medical students: validation of a revised inventory and its relation to student characteristics and performance

MEDICAL EDUCATION, Issue 5 2004
Karen Mattick
Introduction, Inventories to quantify approaches to studying try to determine how students approach academic tasks. Medical curricula usually aim to promote a deep approach to studying, which is associated with academic success and which may predict desirable traits postqualification. Aims, This study aimed to validate a revised Approaches to Learning and Studying Inventory (ALSI) in medical students and to explore its relation to student characteristics and performance. Methods, Confirmatory factor analysis was used to validate the reported constructs in a sample of 128 Year 1 medical students. Models were developed to investigate the effect of age, graduate status and gender, and the relationships between approaches to studying and assessment outcomes. Results, The ALSI performed as anticipated in this population, thus validating its use in our sample, but a 4-factor solution had a better fit than the reported 5-factor one. Medical students scored highly on deep approach compared with other students in higher education. Graduate status and gender had significant effects on approach to studying and a deep approach was associated with higher academic scores. Conclusions, The ALSI is valid for use in medical students and can uncover interesting relationships between approaches to studying and student characteristics. In addition, the ALSI has potential as a tool to predict student success, both academically and beyond qualification. [source]

Comparing United States versus International Medical School Graduate Physicians Who Serve African- American and White Elderly

HEALTH SERVICES RESEARCH, Issue 6 2006
Daniel L. Howard
Objective. To examine the relationship that international medical school graduates (IMGs) in comparison with United States medical school graduates (USMGs) have on health care-seeking behavior and satisfaction with medical care among African-American and white elderly. Data Sources. Secondary data analysis of the 1986,1998 Piedmont Health Survey of the Elderly, Established Populations for the Epidemiological Study of the Elderly, a racially oversampled urban and rural cohort of elders in five North Carolina counties. Study Design. Primary focus of analyses examined the impact of the combination of elder race and physician graduate status across time using a linear model for repeated measures analyses and ,2 tests. Separate analyses using generalized estimating equations were conducted for each measure of elder characteristic and health behavior. The analytic cohort included 341 physicians and 3,250 elders (65 years old and older) in 1986; by 1998, 211 physicians and 1,222 elders. Data Collection/Extraction Methods. Trained personnel collected baseline measures on 4,162 elders (about 80 percent responses) through 90-minute in-home interviews. Principal Findings. Over time, IMGs treated more African-American elders, and those who had less education, lower incomes, less insurance, were in poorer health, and who lived in rural areas. White elders with IMGs delayed care more than those with USMGs. Both races indicated being unsure about where to go for medical care. White elders with IMGs were less satisfied than those with USMGs. Both races had perceptions of IMGs that relate to issues of communication, cultural competency, ageism, and unnecessary expenses. Conclusion. IMGs do provide necessary and needed access to medical care for underserved African Americans and rural populations. However, it is unclear whether concerns regarding cultural competency, communication and the quality of care undermine the contribution IMGs make to these populations. [source]

Scaling the Socioeconomic Ladder: Low-Income Women's Perceptions of Class Status and Opportunity

JOURNAL OF SOCIAL ISSUES, Issue 4 2003
Heather E. Bullock
This study examined how 69 low-income women enrolled in an educational training program perceived social class and upward mobility. Participants identified their social class during childhood, their current status, and their anticipated post graduate status. Beliefs about income inequality and attributions for wealth and poverty were also assessed. Respondents expected to achieve middle class status and perceived higher education as a route to upward mobility, although the accessibility of post-secondary programs was questioned. Consistent with previous research involving low-income groups (Bullock, 1999; Kluegel & Smith, 1986), structural attributions for poverty and wealth were favored over individualistic causes. Also, respondents perceived income inequality as unjust. The construction of class identity and implications for class-based mobilization are discussed. It [the American dream] means the opportunity to go as far in life as your abilities will take you. Anyone in America can aspire to be a doctor, a teacher, a police officer or even, as Oprah said, a President. But you can't get any of those important jobs if you don't have the opportunity to acquire the skills you need , . And that's why I believe that the key to the American Dream is education. ,,,,,Former President George Herbert Walker Bush, 1997 [source]