Should Medical Grades be Standardized? Improving the Resident Selection Process

Autor: Erika Shimahara
Rok vydání: 2010
Předmět:
Zdroj: Journal of Graduate Medical Education. 2:297-299
ISSN: 1949-8357
1949-8349
DOI: 10.4300/jgme-d-09-00098.1
Popis: Each fall directors and administrators of medical residency programs comb through hundreds of applications to find the best candidates. As the 2008 National Residency Match Program survey of program directors reported, grades acquired in medical school were among the top 5 most frequently cited criteria for selecting candidates for interviews.1 However, relying on grades can be problematic given that there is often little to no overlap in what those grades mean across schools. For the 2009 academic year, the Stanford University School of Medicine Department of Otolaryngology received over 250 applications from medical students who hailed from 96 (74% of Association of American Medical Colleges [AAMC]) US medical schools. This showed that schools used a wide variety of grading schemes. Complicating matters, the letter representation of a grade across schools varied; the letter “C” could stand for average at schools that use an A/B/C letter grade system, but it could also stand for “Credit” (University of Southern California and University of Arizona), “Commendable” (Ohio State), or “Completed” (Wake Forest), and the letter “H” was not necessarily the highest grade at a school that awarded Honors (Harvard awards “High Honors,” or “HH”). To collect application materials from individual candidates, Stanford uses the Electronic Residency Application System, the web-based program of the AAMC, used by the majority of residency programs. The Electronic Residency Application System facilitates candidates' ability to apply to multiple programs. However, for reasons that are not clear, grading keys—the legends that explain the grading system at a particular school—often fail to be included with the grade transcripts, and their absence makes it cumbersome to determine (1) which grade at a particular institution was the highest (eg, “A” or “A+” or “Honors” or “High Honors”) and (2) the relative value of the grades given (when a “P” is on a transcript, is the institution's grading system Pass/Fail or Honors/Pass/Fail?) Of the applications our department received for the 2009 academic year, grading keys were absent from 41% (39) of US institutions. In many cases, it is possible to obtain an approximation of the type of grading scale used from information included in the Medical School Performance Evaluation (MSPE), or by reviewing an applicant's entire transcript to see what other grades were earned. But many schools have distinct grading structures for clerkships and basic science courses, and the MSPE is not submitted until November 1 of each year, which is later than the application deadline for many schools. The lack of clear and consistent explanations about grading schemes suggests that residency application reviewers may guess what grades symbolize, use other selection factors in the assessments of candidates, or spend significant time trying to decipher what a given grade represents. Grades are only one of the selection criteria considered by residency programs. The most cited criterion is the United States Medical Licensing Examination score (USMLE). The lack of clarity in grades may result in an overreliance on USMLE scores as a measure of a candidate's academic strength because these are the only objective criteria contained in the applications. Given the uncertain predictability of USMLE scores in physician performance, its use as the major determinant in selecting residents may be misguided. The other top selection criteria are hardly better at foretelling a candidate's doctoring potential.2 The MSPE (second-most cited criterion) lays out the student's performance in coursework, and despite guidelines instituted by the AAMC in 2002 that it be evaluative and include comparative data, it continues to resemble a recommendation letter advocating for a student, rather than an analysis of the student's performance, particularly in lower-performing students.3 The personal statement (third-most cited criterion) can be exaggerated and ghostwritten to portray a desirable image, and letters of recommendation (fourth-most cited criterion) are generally one-sided and often indistinguishable from one another.4 In contrast to these other factors, institutional grading schemes should enable us to assess student performance with relatively simple analysis. The table shows examples of the types of grading systems used by the 96 US institutions submitting transcripts to the Stanford Department of Otolaryngology on behalf of applicants for the academic year 2009. Table Examples of Grading Systems of Institutions Submitting Transcripts to the Stanford University Department of Otolaryngology Residency The variety in grading schemes notwithstanding, it is worth noting that many of the grades representing performance that is average (eg, “C”) or worse (eg, “D” or “F”) never appear on the transcript because, in actuality, medical schools simply do not award mediocre to poor grades. In the same vein, no student gets an “F” at a Pass/Fail school. (Pass/Fail systems arguably provide the least information about a student's academic performance because they also do not indicate the margin by which students are passing.) Grade inflation is the obvious explanation for the absence of low marks,5 which raises another question: should the distribution of grades across institutions also be standardized? That is, should not the percentage of each grade awarded be the same for all institutions? If our goal is to be able to compare the academic performance of students from different schools, and in some cases of the same school–especially Pass/Fail schools, the answers are obvious. The application data from the Stanford program resonates with survey results reported by Takayama et al6 covering 121 AAMC/Liaison Committee on Medical Education teaching hospitals, in which 76 schools used a variant of the Honors/Pass/Fail system, 22 used a letter grade system, and the remainder used such systems as Outstanding/Advanced/Proficient, or Pass/Fail, or no interpretable system at all. The concluding recommendation of that article was that the AAMC should standardize grading. Surely, standardizing grading is not a cure-all that by itself will enable us to choose the best candidates for residency. First, individual medical schools will have different standards by which they award grades, just as they have different standards for admitting students. Second, residency programs will continue to receive applications from non-US graduates whose transcripts will reflect their own institutions' standards. Third, we should continue to use a variety of criteria to make decisions about residency candidates to allow us a fuller and fairer picture of the student. Finally, and more broadly, the issue of standardized grading raises other issues that cannot be separated from questions surrounding the very purpose of assessment in medical school. For example, can grades accurately measure the type of learning needed to become a superb doctor? Can standardized grades be compatible with a learning environment that fosters collegiality, cooperation, and learning for the sake of learning? These fundamental questions, addressing both theoretical and operational implications, should be part and parcel of any discussion of standardizing grades. If we are to believe Cooke et al7 who say that “Rigorous assessment has the potential to inspire learning, influence values, reinforce competence, and reassure the public,” the concept of grades has an essential purpose in medical education. Moreover, if we are to assume that the goal of assessment is, as Epstein8 argues, “to optimize the capabilities of all learners and practitioners by providing motivation and direction for future learning, to protect the public by identifying incompetent physicians, and to provide a basis for choosing applicants for advanced training,” then medical school grading, as it exists now, needs standardization. Without it we continue with our conventional, misguided practices. We should instead aspire to being held accountable for using grades to select physicians-in-training. Standardizing grades will make them more meaningful to the student, residency programs, and ultimately the public who is eventually under the care of the candidate who we chose, at least in part, on the basis of their grades.
Databáze: OpenAIRE
Externí odkaz: