Search

Background: Although essay questions are used in the admissions process in many medical schools, there has been little research on how applicants respond to essay questions. Aims: The purpose of this study was to explore how applicants to medical school approach essay questions used in the selection process. Methods: Qualitative analysis was conducted on 240 randomly selected essays written by individuals applying to a single Canadian medical school in 2007 using a modified grounded theory approach to develop a conceptual framework which was checked in interviews with applicants. Results: Three core variables were identified: 'balancing service and reward,' 'anticipating the physician role,' and 'readiness.' We described the overall approach of applicants as 'taking stock,' writing about their journeys to the selection process, their experiences of the process itself, and about their anticipated future in medicine. Conclusion: Our findings suggest a disconnect between the approach of the applicants (to 'show themselves' and be selected as individuals) and the stated intent of the process (to select applicants based on 'objective' criteria). Our findings raise important questions about how applicants represent themselves when applying for medical school and suggest that it is important to understand the applicant's point of view when developing questions for selection processes. [ABSTRACT FROM AUTHOR]

Background: Social media site use is ubiquitous, particularly Facebook. Postings on social media can have an impact on the perceived professionalism of students and practitioners., Aims: In this study, we explored the attitudes and understanding of undergraduate medical students towards professionalism, with a specific focus on online behaviour., Methods: A volunteer sample of students (n = 236) responded to an online survey about understanding of professionalism and perceptions of professionalism in online environments. Respondents were encouraged to provide free text examples and to elaborate on their responses through free text comments. Descriptive analyzes and emergent themes analysis were carried out., Results: Respondents were nearly unanimous on most questions of professionalism in the workplace, while 43% felt that students should act professionally at all times (including free time). Sixty-four free text comments revealed three themes: "free time is private time";" professionalism is unrealistic as a way of life"; and "professionalism should be a way of life"., Conclusions: Our findings indicate a disconnect between what students report of what they understand of professionalism, and what students feel is appropriate and inappropriate in both online and real life behaviour. Curriculum needs to target understanding of professionalism in online and real environments and communicate realistic expectations for students.