Inclusion and diversity within medical education: a focus group study of students’ experiences

Background/introduction: As patient populations become more diverse, it is imperative that future physicians receive proper training in order to provide the best quality of care. This study examines medical students' perceptions of how prepared they are in dealing with a diverse population and assesses how included and supported the students felt during their studies. Methods: Four semi-structured focus groups were held with medical students across all years of the medical study program of a Dutch university. Focus group transcripts were analyzed thematically. Results: Students’ experiences could be categorized as follows: (1) (Minority) identities and personal motivations, (2) Understanding of diversity and an inclusive learning environment, (3) Diversity in education, (4) Experiences of exclusion, (5) Experiences of inclusion, and (6) Lack of awareness. The key findings from the focus groups were that students perceived a lack of diversity and awareness in medical education and were convinced of the need to incorporate diversity to a greater extent and were personally motivated to contribute to incorporating diversity in the curriculum. Students also shared exclusion experiences such as stereotypes and prejudices but also some inclusion experiences such as feelings of belonging. Conclusion: Based on our findings, it is recommended that medical schools incorporate diversity education into their curriculum so that health professionals can provide the best quality of care for their diverse patient populations. This education should also ensure that all students feel included in their medical education program

Conscientiousness as a Predictor of the Gender Gap in Academic Achievement

In recent decades, female students have been more successful in higher education than their male counterparts in the United States and other industrialized countries. A promising explanation for this gender gap are differences in personality, particularly higher levels of conscientiousness among women. Using Structural Equation Modeling on data from 4719 Dutch university students, this study examined to what extent conscientiousness can account for the gender gap in achievement. We also examined whether the role of conscientiousness in accounting for the gender gap differed for students with a non-dominant ethnic background compared to students with a dominant ethnic background. In line with our expectations, we found that conscientiousness fully mediated the gender gap in achievement, even when controlling for prior achievement in high school. This was the case among both groups of students. These findings provide insight into the mechanisms underlying the gender gap in achievement in postsecondary education settings. The current study suggests that the use of conscientiousness measures in university admission procedures may disadvantage male students. Instead, the use of such measures may be a fruitful way to identify those students who may benefit from interventions to improve their conscientiousness. Future research could examine how conscientiousness can be fostered among students who are low in conscientiousness

Inclusion and diversity within medical education: a focus group study of students' experiences

Background/introduction As patient populations become more diverse, it is imperative that future physicians receive proper training in order to provide the best quality of care. This study examines medical students' perceptions of how prepared they are in dealing with a diverse population and assesses how included and supported the students felt during their studies. Methods Four semi-structured focus groups were held with medical students across all years of the medical study program of a Dutch university. Focus group transcripts were analyzed thematically. Results Students’ experiences could be categorized as follows: (1) (Minority) identities and personal motivations, (2) Understanding of diversity and an inclusive learning environment, (3) Diversity in education, (4) Experiences of exclusion, (5) Experiences of inclusion, and (6) Lack of awareness. The key findings from the focus groups were that students perceived a lack of diversity and awareness in medical education and were convinced of the need to incorporate diversity to a greater extent and were personally motivated to contribute to incorporating diversity in the curriculum. Students also shared exclusion experiences such as stereotypes and prejudices but also some inclusion experiences such as feelings of belonging. Conclusion Based on our findings, it is recommended that medical schools incorporate diversity education into their curriculum so that health professionals can provide the best quality of care for their diverse patient populations. This education should also ensure that all students feel included in their medical education program

Easing the transition: do Talent Lessons and Talent Talks support students’ self-regulated learning skills in the transition from primary to secondary education?

Introduction: The transition from primary to secondary school is a period that can affect students negatively, with regular drops in academic achievement observed. Training students’ self-regulated learning skills might help prevent some of the negative outcomes associated with the transition. We investigate Talent Talk and Talent Lesson interventions, which aim to improve students’ metacognitive and affective self-regulation through enhancement of personal significance and strengthening of task-analysis skills. Method: The present study researched whether Talents Talks and Talent Lessons can be used to improve students’ self-regulated learning skills, motivation, and self-efficacy. We employed a quasi-experimental 2 × 2 design comparing four groups (total N = 233), who received either Talent Talks or Talent Lessons, both, or neither. Students were tested at three separate moments on absolute monitoring accuracy and self-report measures of self-regulated learning, motivation, and self-efficacy, with the interventions being implemented between the first and second moment. Results: There were no significant differences between conditions at any of the test moments. Discussion: As such, there is at present no evidence suggesting that Talent Talks and Talent Lessons positively influence self-regulation, self-efficacy, and motivation. Effectiveness of the intervention might be increased if Talent Talks and Talent Lessons are adapted, so that students’ reflections about talents are tailored to self-regulation of specific tasks

Easing the transition: do Talent Lessons and Talent Talks support students’ self-regulated learning skills in the transition from primary to secondary education?

IntroductionThe transition from primary to secondary school is a period that can affect students negatively, with regular drops in academic achievement observed. Training students’ self-regulated learning skills might help prevent some of the negative outcomes associated with the transition. We investigate Talent Talk and Talent Lesson interventions, which aim to improve students’ metacognitive and affective self-regulation through enhancement of personal significance and strengthening of task-analysis skills.MethodThe present study researched whether Talents Talks and Talent Lessons can be used to improve students’ self-regulated learning skills, motivation, and self-efficacy. We employed a quasi-experimental 2 × 2 design comparing four groups (total N = 233), who received either Talent Talks or Talent Lessons, both, or neither. Students were tested at three separate moments on absolute monitoring accuracy and self-report measures of self-regulated learning, motivation, and self-efficacy, with the interventions being implemented between the first and second moment.ResultsThere were no significant differences between conditions at any of the test moments.DiscussionAs such, there is at present no evidence suggesting that Talent Talks and Talent Lessons positively influence self-regulation, self-efficacy, and motivation. Effectiveness of the intervention might be increased if Talent Talks and Talent Lessons are adapted, so that students’ reflections about talents are tailored to self-regulation of specific tasks

Easing the transition: do Talent Lessons and Talent Talks support students’ self-regulated learning skills in the transition from primary to secondary education?

Introduction: The transition from primary to secondary school is a period that can affect students negatively, with regular drops in academic achievement observed. Training students’ self-regulated learning skills might help prevent some of the negative outcomes associated with the transition. We investigate Talent Talk and Talent Lesson interventions, which aim to improve students’ metacognitive and affective self-regulation through enhancement of personal significance and strengthening of task-analysis skills. Method: The present study researched whether Talents Talks and Talent Lessons can be used to improve students’ self-regulated learning skills, motivation, and self-efficacy. We employed a quasi-experimental 2 × 2 design comparing four groups (total N = 233), who received either Talent Talks or Talent Lessons, both, or neither. Students were tested at three separate moments on absolute monitoring accuracy and self-report measures of self-regulated learning, motivation, and self-efficacy, with the interventions being implemented between the first and second moment. Results: There were no significant differences between conditions at any of the test moments. Discussion: As such, there is at present no evidence suggesting that Talent Talks and Talent Lessons positively influence self-regulation, self-efficacy, and motivation. Effectiveness of the intervention might be increased if Talent Talks and Talent Lessons are adapted, so that students’ reflections about talents are tailored to self-regulation of specific tasks

The Effect of Seriousness and Device Use on Data Quality

Nonserious, inattentive, or careless respondents pose a threat to the validity of self-report research. The current study uses data from the Growth from Knowledge Online Panel in which respondents are representative of the Dutch population in education, gender, and age over 15 years (N = 5,077). By doing regression analyses, we investigated whether self-reported seriousness and motivation are predictive of data quality, as measured using multiple indicators (i.e., nonsubstantial values, speeding, internal data consistency, nondifferentiation, response effects). Device group and demographic characteristics (i.e., education, gender, age) were also included in these analyses to see whether they predict data quality. Moreover, it was examined whether self-reported seriousness differed by device group and demographic characteristics. The results show that self-reported seriousness and motivation significantly predict multiple data quality indicators. Data quality seems similar for different device users, although smartphone users showed less speeding. Demographic characteristics explain little of the variance in data quality. Of those, education seems to be the most consistent predictor of data quality, where lower educated respondents show lower data quality. Effect sizes for all analyses were in the small to medium range. The present study shows that self-reported seriousness can be used in online attitude survey research to detect careless respondents. Future research should clarify the nature of this relationship, for example, regarding longer surveys and different wordings of seriousness check

Personality predicts academic achievement in higher education: Differences by academic field of study?

In the present study it is investigated whether students enrolled in different academic fields of study have differing personality traits (i.e., conscientiousness and openness) and whether the relationship between these traits and academic achievement differs by academic field. Using Structural Equation Modeling on data from a large sample of university students, this study examined to what extent students' levels of conscientiousness and openness differ by academic field and whether these personality traits have differential predictive value for academic achievement for students in different academic fields. We found that students who are more open to experience and less conscientious are more likely to enroll in a program in the academic field of arts/humanities than in another field. There were no differences in the predictive value of these personality traits for academic achievement by academic field when controlling for prior performance in high school. These findings emphasize the general effectiveness of conscientiousness in explaining academic achievement and also call for the consideration of academic fields or college majors in personality research. Besides having theoretical implications, these findings have practical implications for higher education

The Effect of Seriousness and Device Use on Data Quality

Nonserious, inattentive, or careless respondents pose a threat to the validity of self-report research. The current study uses data from the Growth from Knowledge Online Panel in which respondents are representative of the Dutch population in education, gender, and age over 15 years (N = 5,077). By doing regression analyses, we investigated whether self-reported seriousness and motivation are predictive of data quality, as measured using multiple indicators (i.e., nonsubstantial values, speeding, internal data consistency, nondifferentiation, response effects). Device group and demographic characteristics (i.e., education, gender, age) were also included in these analyses to see whether they predict data quality. Moreover, it was examined whether self-reported seriousness differed by device group and demographic characteristics. The results show that self-reported seriousness and motivation significantly predict multiple data quality indicators. Data quality seems similar for different device users, although smartphone users showed less speeding. Demographic characteristics explain little of the variance in data quality. Of those, education seems to be the most consistent predictor of data quality, where lower educated respondents show lower data quality. Effect sizes for all analyses were in the small to medium range. The present study shows that self-reported seriousness can be used in online attitude survey research to detect careless respondents. Future research should clarify the nature of this relationship, for example, regarding longer surveys and different wordings of seriousness check

Inclusion and diversity within medical education: a focus group study of students’ experiences

Background/introduction: As patient populations become more diverse, it is imperative that future physicians receive proper training in order to provide the best quality of care. This study examines medical students' perceptions of how prepared they are in dealing with a diverse population and assesses how included and supported the students felt during their studies. Methods: Four semi-structured focus groups were held with medical students across all years of the medical study program of a Dutch university. Focus group transcripts were analyzed thematically. Results: Students’ experiences could be categorized as follows: (1) (Minority) identities and personal motivations, (2) Understanding of diversity and an inclusive learning environment, (3) Diversity in education, (4) Experiences of exclusion, (5) Experiences of inclusion, and (6) Lack of awareness. The key findings from the focus groups were that students perceived a lack of diversity and awareness in medical education and were convinced of the need to incorporate diversity to a greater extent and were personally motivated to contribute to incorporating diversity in the curriculum. Students also shared exclusion experiences such as stereotypes and prejudices but also some inclusion experiences such as feelings of belonging. Conclusion: Based on our findings, it is recommended that medical schools incorporate diversity education into their curriculum so that health professionals can provide the best quality of care for their diverse patient populations. This education should also ensure that all students feel included in their medical education program