How to Cite
Rodríguez-De Ávila, U., Reyes-Rojas, M., Campo-Arias, A., Caballero-Domínguez, C., & Ceballos-Ospino, G. (2019). Entrevistas en los procesos de selección de estudiantes de medicina. Duazary, 16(2), 189–190. https://doi.org/10.21676/2389783X.2758
Abstract
Desde hace varias décadas, las entrevistas en los procesos de selección de estudiantes para las escuelas de medicina han sido repetidamente objeto de discusión. No obstante, se ha investigado muy poco sobre la utilidad de la entrevista clásica en la admisión de los futuros médicos1,2.References
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2. Rahbar MH, Vellani C, Sajan F, Zaidi AA, Akbarali L. Predictability of medical students’ performance at the Aga Khan University from admission test scores, interview ratings and systems of education. Med Educ. 2001; 35: 374-80.
3. Curtis E, Wikaire E, Jiang Y, McMillan L, Loto R, Reid P. A tertiary approach to improving equity in health: quantitative analysis of the Māori and Pacific Admission Scheme (MAPAS) process, 2008–2012. Int J Equity Health. 2015; 14: 7.
4. Kelly ME, Dowell J, Husbands A, Newell J, Siun OF, Kropmans T, et al. The fairness, predictive validity and acceptability of multiple mini interview in an internationally diverse student population-a mixed methods study. BMC Med Educ. 2014; 14: 267.
5. Zimdars A. Fairness and undergraduate admission: a qualitative exploration of admissions choices at the University of Oxford. Oxford Rev Educ. 2010; 36: 307-23.
6. Stevens M. Creating a class: college admissions and the education of elites: Boston: Harvard University Press; 2007.
7. Kim KJ, Nam KS, Kwon BS. The utility of multiple mini-interviews: experience of a medical school. Korean J Med Educ. 2017; 29: 7.
8. Monteiro MA, Savalli C, Cúri M, Gorenstein C, Andrade LH. Mood changes in the course of preparation for the Brazilian university admission exam-a longitudinal study. Rev Bras Psiquiatr. 2010; 32: 30-6. http://dx.doi.org/10.1590/S1516-44462010000100007
9. Seddigh R, Abdollahpour E, Azarnik S, Shariati B, Keshavarz-Akhlaghi AA. Participating in university entrance exam despite repeated failure: a qualitative study of participants’ experiences. Int J Med Educ. 2016; 7: 345-53.
10. Knorr M, Schwibbe A, Ehrhardt M, Lackamp J, Zimmermann S, Hampe W. Validity evidence for the Hamburg multiple mini-interview. BMC Med Educ. 2018; 18: 106.
2. Rahbar MH, Vellani C, Sajan F, Zaidi AA, Akbarali L. Predictability of medical students’ performance at the Aga Khan University from admission test scores, interview ratings and systems of education. Med Educ. 2001; 35: 374-80.
3. Curtis E, Wikaire E, Jiang Y, McMillan L, Loto R, Reid P. A tertiary approach to improving equity in health: quantitative analysis of the Māori and Pacific Admission Scheme (MAPAS) process, 2008–2012. Int J Equity Health. 2015; 14: 7.
4. Kelly ME, Dowell J, Husbands A, Newell J, Siun OF, Kropmans T, et al. The fairness, predictive validity and acceptability of multiple mini interview in an internationally diverse student population-a mixed methods study. BMC Med Educ. 2014; 14: 267.
5. Zimdars A. Fairness and undergraduate admission: a qualitative exploration of admissions choices at the University of Oxford. Oxford Rev Educ. 2010; 36: 307-23.
6. Stevens M. Creating a class: college admissions and the education of elites: Boston: Harvard University Press; 2007.
7. Kim KJ, Nam KS, Kwon BS. The utility of multiple mini-interviews: experience of a medical school. Korean J Med Educ. 2017; 29: 7.
8. Monteiro MA, Savalli C, Cúri M, Gorenstein C, Andrade LH. Mood changes in the course of preparation for the Brazilian university admission exam-a longitudinal study. Rev Bras Psiquiatr. 2010; 32: 30-6. http://dx.doi.org/10.1590/S1516-44462010000100007
9. Seddigh R, Abdollahpour E, Azarnik S, Shariati B, Keshavarz-Akhlaghi AA. Participating in university entrance exam despite repeated failure: a qualitative study of participants’ experiences. Int J Med Educ. 2016; 7: 345-53.
10. Knorr M, Schwibbe A, Ehrhardt M, Lackamp J, Zimmermann S, Hampe W. Validity evidence for the Hamburg multiple mini-interview. BMC Med Educ. 2018; 18: 106.
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