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Your search keyword '"W. E. De Leng"' showing total 3 results
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3 results on '"W. E. De Leng"'

1. The added value of free preparatory activities for widening access to medical education: a multi-cohort study

Author

S. Fikrat-Wevers, W. E. De Leng, W. W. Van Den Broek, A. M. Woltman, and K. M. Stegers-Jager

Subjects
Diversity, Widening access, Medical school selection, Preparatory activities, Free resources, Transition (Three to ten keywords representing the main content of the article), Special aspects of education, LC8-6691, Medicine
Abstract

Abstract Background Medical schools are reported to be less accessible to students with non-traditional backgrounds. These students face barriers when applying for and transitioning to medical school, which may be reduced by offering free preparatory activities. By equalizing access to resources, these activities are expected to reduce disparities in selection outcomes and early academic performance. In the present study, four free institutionally-provided preparatory activities were evaluated by comparing the demographic composition of participating and non-participating applicants. Additionally, the association between participation and selection outcomes and early academic performance was investigated for subgroups (based on sex, migration background and parental education). Methods Participants were applicants to a Dutch medical school in 2016-2019 (N = 3592). Free preparatory activities included Summer School (N = 595), Coaching Day (N = 1794), Pre-Academic Program (N = 217), and Junior Med School (N = 81), supplemented with data on participation in commercial coaching (N = 65). Demographic compositions of participants and non-participants were compared using chi-squared tests. Regression analyses were performed to compare selection outcomes (curriculum vitae [CV], selection test score, probability of enrolment) and early academic performance (first-course grade) between participants and non-participants of demographic subgroups, controlling for pre-university grades and participation in other activities. Results Generally, no differences in sociodemographic compositions of participants and non-participants were found, but males participated less often in Summer School and Coaching Day. Applicants with a non-Western background participated less often in commercial coaching, but the overall participation rate was low and participation had negligible effects on selection outcomes. Participation in Summer School and Coaching Day were stronger related with selection outcomes. In some cases, this association was even stronger for males and candidates with a migration background. After controlling for pre-university grades, none of the preparatory activities were positively associated with early academic performance. Conclusions Free institutionally-provided preparatory activities may contribute to student diversity in medical education, because usage was similar across sociodemographic subgroups, and participation was positively associated with selection outcomes of underrepresented and non-traditional students. However, since participation was not associated with early academic performance, adjustments to activities and/or curricula are needed to ensure inclusion and retention after selection.

Published
2023
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2. Faking on a situational judgment test in a medical school selection setting: Effect of different scoring methods?

Author

Karen M. Stegers-Jager, Axel P. N. Themmen, Marise Ph. Born, W. E. De Leng, Erasmus MC other, Work and Organizational Psychology, and Internal Medicine

Subjects
Systematic error, Situational judgment test, Management of Technology and Innovation, Strategy and Management, Medical school, Scoring methods, Psychology, General Business, Management and Accounting, General Psychology, Applied Psychology, Selection (genetic algorithm), Clinical psychology
Abstract

textabstractWe examined the occurrence of faking on a rating situational judgment test (SJT) by comparing SJT scores and response styles of the same individuals across two natu‐ rally occurring situations. An SJT for medical school selection was administered twice to the same group of applicants (N = 317) under low‐stakes (T1) and high‐stakes (T2) circumstances. The SJT was scored using three different methods that were differ‐ entially affected by response tendencies. Applicants used significantly more extreme responding on T2 than T1. Faking (higher SJT score on T2) was only observed for scoring methods that controlled for response tendencies. Scoring methods that do not control for response tendencies introduce systematic error into the SJT score, which may lead to inaccurate conclusions about the existence of faking.

Published
2019
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3. Scoring method of a Situational Judgment Test: Influence on internal consistency reliability, adverse impact and correlation with personality?

Author

M. Ph. Born, Axel P. N. Themmen, Karen M. Stegers-Jager, W. E. De Leng, Jon Dowell, A. Husbands, Erasmus MC other, Work and Organizational Psychology, and Internal Medicine

Subjects
Male, Agreeableness, Adolescent, 020205 medical informatics, media_common.quotation_subject, Concurrent validity, 02 engineering and technology, Education, Correlation, Judgment, Young Adult, Cronbach's alpha, 0502 economics and business, Statistics, 0202 electrical engineering, electronic engineering, information engineering, Humans, Personality, Minority Groups, Schools, Medical, Statistic, media_common, Observer Variation, Situational judgement test, 05 social sciences, Reproducibility of Results, Conscientiousness, General Medicine, College Admission Test, Socioeconomic Factors, Female, Psychology, 050203 business & management
Abstract

Situational Judgment Tests (SJTs) are increasingly used for medical school selection. Scoring an SJT is more complicated than scoring a knowledge test, because there are no objectively correct answers. The scoring method of an SJT may influence the construct and concurrent validity and the adverse impact with respect to non-traditional students. Previous research has compared only a small number of scoring methods and has not studied the effect of scoring method on internal consistency reliability. This study compared 28 different scoring methods for a rating SJT on internal consistency reliability, adverse impact and correlation with personality. The scoring methods varied on four aspects: the way of controlling for systematic error, and the type of reference group, distance and central tendency statistic. All scoring methods were applied to a previously validated integrity-based SJT, administered to 931 medical school applicants. Internal consistency reliability varied between .33 and .73, which is likely explained by the dependence of coefficient alpha on the total score variance. All scoring methods led to significantly higher scores for the ethnic majority than for the non-Western minorities, with effect sizes ranging from 0.48 to 0.66. Eighteen scoring methods showed a significant small positive correlation with agreeableness. Four scoring methods showed a significant small positive correlation with conscientiousness. The way of controlling for systematic error was the most influential scoring method aspect. These results suggest that the increased use of SJTs for selection into medical school must be accompanied by a thorough examination of the scoring method to be used.

Published
2017

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