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Medical Teacher Volume 33, 2011 - Issue 1
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Research Article

The BioMedical Admissions Test for medical student selection: Issues of fairness and bias

Joanne L. Emery Cambridge Assessment, UK; JOANNE EMERY, PhD, is a research officer at Cambridge Assessment and has a PhD in Psychology from the University of Newcastle. Her background is in psychology, research design and statistics. Her research interests include admissions to higher education and the predictors of academic success.Correspondence[email protected]
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John F. Bell Cambridge Assessment, UK; JOHN BELL, MSc, is Head of Statistics at Cambridge Assessment. His research interests include educational statistics and multilevel modelling.
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Carmen L. Vidal Rodeiro Cambridge Assessment, UK; CARMEN VIDAL RODEIRO, PhD, is a senior research officer at Cambridge Assessment and has a PhD in Statistics from the University of Aberdeen. Her research interests are subject provision and uptake, subject choice, year to year stability of GCSE and A-level examinations and predictors of academic attainment in secondary school.
Pages 62-71 | Published online: 23 Dec 2010

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Sarah McElwee, Kevin Y.F. Cheung, Stephen R.T. Cromie, Mark Shannon & Tom Gallacher. (2021) Revising the BioMedical Admissions Test (BMAT) to improve impact and washback for candidates and support fair access to test preparation. Assessment in Education: Principles, Policy & Practice 28:1, pages 77-95.
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Celia A. Taylor, Kathryn E. Green & Austen Spruce. (2015) Evaluation of the effect of socio-economic status on performance in a Multiple Mini Interview for admission to medical school. Medical Teacher 37:1, pages 59-63.
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Articles from other publishers (18)

Parisa Moll-Khosrawi, Wolfgang Hampe, Leonie Schulte-Uentrop, Christian Zöllner, Stefan Zimmermann & Thorben Huelmann. (2022) Can Different Admissions to Medical School Predict Performance of Non-Technical Skill Performance in Simulated Clinical Settings?. Healthcare 11:1, pages 46.
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Daniel J. Davies, Amir H. Sam, Kevin G. Murphy, Shahid A. Khan, Ruth Choe & Jennifer Cleland. (2022) BMAT's predictive validity for medical school performance: A retrospective cohort study. Medical Education 56:9, pages 936-948.
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Lewis W Paton, I C McManus, Kevin Yet Fong Cheung, Daniel Thomas Smith & Paul A Tiffin. (2022) Can achievement at medical admission tests predict future performance in postgraduate clinical assessments? A UK-based national cohort study. BMJ Open 12:2, pages e056129.
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Fiona Patterson, Eamonn Ferguson & Lara Zibarras. 2018. Understanding Medical Education. Understanding Medical Education 375 388 .
Maureen E. Kelly & Siun O’Flynn. (2016) The construct validity of HPAT-Ireland for the selection of medical students: unresolved issues and future research implications. Advances in Health Sciences Education 22:2, pages 267-286.
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Jonathan Mathers, Alice Sitch & Jayne Parry. (2016) Population-based longitudinal analyses of offer likelihood in UK medical schools: 1996-2012. Medical Education 50:6, pages 612-623.
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Anne-Victoire Fayolle, Catherine Passirani, Elisabeth Letertre, Aline Ramond, Dominique Perrotin, Jean-Paul Saint-André & Isabelle Richard. (2016) Sélection des étudiants en médecine : facteurs prédictifs de réussite ; une revue systématique de la littérature. La Presse Médicale 45:5, pages 483-494.
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Marion Luschin-Ebengreuth, Hans P. Dimai, Daniel Ithaler, Heide M. Neges & Gilbert Reibnegger. (2015) Medical University admission test: a confirmatory factor analysis of the results. Wiener klinische Wochenschrift 128:9-10, pages 376-383.
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Fiona Patterson, Alec Knight, Jon Dowell, Sandra Nicholson, Fran Cousans & Jennifer Cleland. (2016) How effective are selection methods in medical education? A systematic review. Medical Education 50:1, pages 36-60.
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Marion Luschin-Ebengreuth, Hans P Dimai, Daniel Ithaler, Heide M Neges & Gilbert Reibnegger. (2015) Situational judgment test as an additional tool in a medical admission test: an observational investigation. BMC Research Notes 8:1.
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Marion Habersack, Hans Peter Dimai, Daniel Ithaler & Gilbert Reibnegger. (2014) Time: an underestimated variable in minimizing the gender gap in medical college admission scoresZeit: Eine unterschätzte Variable zur Minimierung des Gender Gap in den Ergebnissen der medizinischen Aufnahmeverfahren. Wiener klinische Wochenschrift 127:7-8, pages 241-249.
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Liam O’Hare & Carol McGuinness. (2015) The validity of critical thinking tests for predicting degree performance: A longitudinal study. International Journal of Educational Research 72, pages 162-172.
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Sara Katz & Shlomo Vinker. (2014) New non-cognitive procedures for medical applicant selection: a qualitative analysis in one school. BMC Medical Education 14:1.
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Katrina Scior, Caroline E. Bradley, Henry W. W. Potts, Katherine Woolf & Amanda C de C Williams. (2014) What predicts performance during clinical psychology training?. British Journal of Clinical Psychology 53:2, pages 194-212.
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I C McManus, Chris Dewberry, Sandra Nicholson & Jonathan S Dowell. (2013) The UKCAT-12 study: educational attainment, aptitude test performance, demographic and socio-economic contextual factors as predictors of first year outcome in a cross-sectional collaborative study of 12 UK medical schools. BMC Medicine 11:1.
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Caroline O Laurence, Ian T Zajac, Michelle Lorimer, Deborah A Turnbull & Karen E Sumner. (2013) The impact of preparatory activities on medical school selection outcomes: a cross-sectional survey of applicants to the university of Adelaide medical school in 2007. BMC Medical Education 13:1.
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Fiona Patterson, Eamonn Ferguson & Alec L Knight. 2013. Understanding Medical Education. Understanding Medical Education 401 420 .
Beth Black. (2012) An overview of a programme of research to support the assessment of Critical Thinking. Thinking Skills and Creativity 7:2, pages 122-133.
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