1,745
Views
3
CrossRef citations to date
0
Altmetric
Feature Articles

A measurement perspective on affirmative action in U.S. medical education

Article: 20531 | Received 30 Jan 2013, Accepted 13 Mar 2013, Published online: 10 Apr 2013

References

  • Sowell T . Affirmative action around the world: an empirical study. 2004; New Haven: Yale University Press.
  • Romero S. Brazil Enacts Affirmative Action Law for Universities. 2012; New York, NY: New York Times. Available from: http://www.nytimes.com/2012/08/31/world/americas/brazil-enacts-affirmative-action-law-for-universities.html [cited 12 September 2012].
  • Civil rights Act. USC. 1965; 42: 2000d.
  • Takian A. Affirmative Action and Diversity in Professions Education. Available from: http://www.aera.net/uploadedFiles/Divisions/Education_in_the_Professions_(I)/Resources/Affirmative%20Action%20Report_March_09.pdf [cited 12 September 2012].
  • Grutter v. Bollinger, 539 U.S. 306 (2003).
  • Gruder v. Bollinger, 540 U.S. 307 (2003).
  • Kreiter CD , Kreiter Y . A validity generalization perspective on the ability of undergraduate GPA and the medical college admission test to predict important outcomes. Teach Learn Med. 2007; 19: 95–100.
  • Julian ER . Validity of the medical college admission test for predicting medical school performance. Acad Med. 2005; 80: 910–7.
  • Kulatunga-Moruzi C , Norman GR . Validity of admission measures in predicting performance outcomes: the contribution of cognitive and non-cognitive dimensions. Teach Learn Med. 2002; 14: 34–42.
  • Mitchell KJ . Traditional predictors of performance in medical school. Acad Med. 1990; 65: 149–58.
  • Kreiter CD , Yin P , Solow C , Brennan RL . Investigating the reliability of the medical school admission interview. Adv Health Sci Educ. 2004; 9: 147–59.
  • Eva KW , Rosenfeld J , Reiter HI , Norman GR . An admissions OSCE: the multiple mini-interview. Med Educ. 2004; 38: 314–26.
  • Reiter HI , Eva KW , Rosenfeld J , Norman GR . Multiple mini-interviews predict clerkship and licensing examination performance. Med Educ. 2007; 41: 378–84.
  • Lemay JF , Lockyer JM , Collin VT , Brownell AKW . Assessment of non-cognitive traits through the admissions multiple mini-interview. Med Educ. 2007; 41: 573–9.
  • Roberts C , Walton M , Rothnie I , Crossley J , Lyon P , Kumar K , etal. Factors affecting the utility of the multiple mini-interview in selecting candidates for graduate-entry medical school. Med Educ. 2008; 42: 396–404.
  • Eva KW , Reiter H , Rosenfeld J , Norman GR . The ability of the multiple mini-interview to predict preclerkship performance in medical school. Acad Med. 2004; 79(Suppl): 40–2.
  • Eva KW , Reiter HI , Rosenfeld J , Trinh K , Wood TJ , Norman GR . Association between a medical school admission process using the multiple mini-interview and national licensure examination scores. J Am Med Assoc. 2012; 308: 2233–40.
  • Linn RL . Fair test use in selection. Rev Educ Res. 1973; 43: 139–61.
  • Young JW . Differential validity, differential prediction, and college admission testing: a compehrensive review and analysis. 2001; , New York, NY: College Board. College Board Research Report No. 20016.
  • Koenig JA , Sireci SG , Wiley A . Evaluating the predictive validity of MCAT scores across diverse groups. Acad Med. 1998; 73: 1095–106.
  • Kanazawa S . Intelligence paradox. 2012; Hoboken, NJ: Wiley.
  • Loehlin JC , Sternberg RJ . Group differences in intelligence. Handbook of intelligence. 2000; Cambridge, UK: Cambridge University Press. 176–93.
  • Hartigan JA , Wigdor AK . Fairness in employment testing. 1989; Washington, DC: National Academy Press.
  • Jensen AR . Bias in mental testing. 1980; , New York, NY: Free Press.
  • Linn R . Racial and ethnic differences in intelligence in the U.S. on the differential ability scale. Pers Individ Dif. 1996; 20: 271–3.
  • Jensen AR . The nature of the black–white difference on various psychometric tests: Spearman's hypothesis. Behav Brain Sci. 1985; 8: 193–263.
  • Roth PL , Bevier CA , Bobko P , Switzer FS III , Tyler P . Ethnic group differences in cognitive ability in employment and educational settings: a meta-analysis. Pers Psychol. 2001; 54: 297–330.
  • Jensen AR . The g factor. 1998; Westport, CT: Praeger.
  • Gottfredson LS . Mainstream science on intelligence: an editorial with 52 signatories, history, and bibliography. Intelligence. 1997; 24: 13–23.
  • Linn R . Race differences in intelligence. 2006; Whitefish, MT: Washington Summit Publishers.
  • Sackett PR , Wilk SL . Within-group norming and other forms of score adjustment in preemployment testing. Am Psychol. 1994; 49: 929–54.
  • Sacket PR , Camara WJ , Kimmel EW . The performance-diversity tradeoff in admissions testing. Choosing students: higher education admission tools for the 21st century. 2005; Mahwah, NJ: Lawrence Erlbaum Associates. 109–25.
  • Sackett PR , Ellingson JE . The effects of forming multi-predictor composites on group differences and adverse impact. Pers Psychol. 1997; 50: 707–22.
  • Bobko P , Roth PL , Potosky D . Derivation and implications of a meta-analytic matrix incorporating cognitive ability, alternative predictors, and job performance. Pers Psychol. 1999; 52: 561–89.
  • Kreiter CD , Stansfield B , James PA , Solow C . A model for diversity in admissions: a review of issues and methods and an experimental approach. Teach Learn Med. 2003; 15: 116–22.
  • Edwards JC , Maldonado FG , Calvin JA . The effects of differently weighted interview scores on the admission of underrepresented minority medical students. Acad Med. 1999; 74: 59–65.
  • Kreiter CD , Solow C . A statistical technique for the development of an alternate list when using constrained optimization to make admission decisions. Teach Learn Med. 2002; 14: 29–33.
  • AAMC, Roadmap to diversity: integrating holistic review practices into medical school admission processes. 2010; Washington, DC: Association of American Medical Colleges. Available from: http://services.aamc.org/publications/index.cfm?fuseaction=Product.displayForm&prd_id=294&prv_id=365&cfid=1&cftoken=B2312E42-F8A7-47F4-C33751BE8BA81CBA [cited 21 February 2011].
  • Dawes RM , Faust D , Meehl PE . Clinical versus actuarial judgment. Science. 1989; 243: 1668–74.
  • Grove WM . Clinical versus statistical prediction: the contribution of Paul E. Meehl. J Clin Psychol. 2005; 61: 1233–43.
  • McGaghie WC , Kreiter CD . Holistic versus actuarial student selection. Teach Learn Med. 2005; 17: 89–91.
  • Meehl PE . Clinical versus statistical prediction. 1954; Minneapolis, MN: University of Minnesota.
  • Hanson MD , Kulasegaram KM , Coombs DL , Herlod J . Admission file review: applying the multiple independent sampling (MIS) methodology. Acad Med. 2012; 87: 1335–40.
  • Kreiter CD . A Proposal for evaluating the validity of holistic-based admission processes. Teach Learn Med. 2013; 25: 103–7.
  • Vancouver JB , Reinhart MA , Solomon DJ , Haff JJ . Testing for the validity and bias in the use of GPA and MCAT in the selection of medical students. Acad Med. 1990; 65: 694–7.
  • Dawson B , Iwamoto CK , Ross LP , Nungester RJ , Swanson DB , Volle RL . Performance on the National Board of Medical Examiners part I examination by men and women of different race and ethnicity. J Am Med Assoc. 1994; 272: 674–9.
  • Lerner R , Nagai AK . Racial preferences in medical education: racial and ethnic preferences in admissions at five public medical schools. , Washington, DC: Center for Equal Opportunity. 12–35. no date.
  • American Psychological Association. Standard for educational and psychological testing. 1999; Washington, DC: American Psychological Association.
  • Maeder EM , Wiener RL . Narrowly tailored actuarial models for affirmative action in higher education. Anal Soc Issues Public Policy. 2010; 10: 116–45.
  • Kreiter CD . The use of constrained optimization to facilitate admission decisions. Acad Med. 2002; 77: 148–51.
  • Canto JC , Miles EL , Baker LC , Barker DC . Physician service to the underserved: implications for affirmative action in medical education. Inquiry. 1996; 33: 167–80.
  • Thurmond VB , Kirch DG . Impact of minority physicians on health care. South Med J. 1998; 91: 1009–13.
  • Rabinowitz HK , Diamond JJ , Veloski JJ , Gayle JA . The impact of multiple predictors on generalist physicians’ care of underserved populations. Am J Public Health. 2000; 90: 1225–8.
  • Wayne SJ , Kalishman S , Jerabek RN , Timm C , Cosgrove E . Early predictors of physicians’ practice in medically underserved communities: a 12-Year follow-up study of University of New Mexico School of Medicine Graduates. Acad Med. 2010; 85: S13–6.
  • Laveist TA , Nuru-Jetter A . Is doctor–patient concordance associated with greater satisfaction with care?. J Health Soc Behav. 2002; 43: 296–306.
  • Cox TH . Cultural diversity in organizations: theory, research and practice. 1994; San Francisco, CA: Berrett-Kohler.
  • Hoffman LR , Maier NR . Quality and acceptance of problem solutions by members of homogeneous and heterogeneous groups. J Abnorm Soc Psychol. 1961; 62: 401–7.
  • Shaw ME . Group dynamics: the psychology of small group behavior. 1981; New York, NY: McGraw-Hill.
  • McGrath JE . Groups: interaction and performance. 1984; Englewood Cliffs, NJ: Prentice Hall.
  • Nemeth CJ . Dissent, group process, and creativity. Adv Group Process. 1985; 2: 57–75.
  • Nemeth CJ . Differential contributions of majority and minority influences. Psychol Rev. 1986; 93: 23–32.
  • Nemeth CJ , Wachter J . Creative problem solving as a result of majority versus minority influence. Psychol Rev. 1983; 13: 45–55.
  • Hong L , Page SE . Problem solving by heterogeneous agents. J Econ Theor. 2001; 97: 123–63.
  • Hong L , Page SE . Groups of diverse problem solvers can outperform groups of high-ability problem solvers. Proc Natl Acad Sci. 2004; 101: 16385–9.
  • Triandis HC , Hall ER , Ewen RB . Member heterogeneity and dyadic creativity. Hum Relat. 1965; 18: 33–55.
  • Whitla DK , Orfield G , Silen W , Teperow C , Howard C , Reede J . Educational benefits of diversity in medical school: a survey of students. Acad Med. 2003; 78: 460–6.
  • AAMC MCAT 2015 Frequently asked questions. 2013. Available from: http://www.aamc.org/students/applying/mcat/mcat2015/faqs/ [cited 10 March 2013] Washington, DC: Association of American Medical Colleges.