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"What Do They Want Me To Say?" The hidden curriculum at work in the medical school selection process: a qualitative study

BACKGROUND: There has been little study of the role of the essay question in selection for medical school. The purpose of this study was to obtain a better understanding of how applicants approached the essay questions used in selection at our medical school in 2007. METHODS: The authors conducted a...

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Detalles Bibliográficos
Autores principales: White, Jonathan, Brownell, Keith, Lemay, Jean-Francois, Lockyer, Jocelyn M
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2012
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3331838/
https://www.ncbi.nlm.nih.gov/pubmed/22448658
http://dx.doi.org/10.1186/1472-6920-12-17
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author White, Jonathan
Brownell, Keith
Lemay, Jean-Francois
Lockyer, Jocelyn M
author_facet White, Jonathan
Brownell, Keith
Lemay, Jean-Francois
Lockyer, Jocelyn M
author_sort White, Jonathan
collection PubMed
description BACKGROUND: There has been little study of the role of the essay question in selection for medical school. The purpose of this study was to obtain a better understanding of how applicants approached the essay questions used in selection at our medical school in 2007. METHODS: The authors conducted a qualitative analysis of 210 essays written as part of the medical school admissions process, and developed a conceptual framework to describe the relationships, ideas and concepts observed in the data. RESULTS: Findings of this analysis were confirmed in interviews with applicants and assessors. Analysis revealed a tension between "genuine" and "expected" responses that we believe applicants experience when choosing how to answer questions in the admissions process. A theory named "What do they want me to say?" was developed to describe the ways in which applicants modulate their responses to conform to their expectations of the selection process; the elements of this theory were confirmed in interviews with applicants and assessors. CONCLUSIONS: This work suggests the existence of a "hidden curriculum of admissions" and demonstrates that the process of selection has a strong influence on applicant response. This paper suggests ways that selection might be modified to address this effect. Studies such as this can help us to appreciate the unintended consequences of admissions processes and can identify ways to make the selection process more consistent, transparent and fair.
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spelling pubmed-33318382012-04-21 "What Do They Want Me To Say?" The hidden curriculum at work in the medical school selection process: a qualitative study White, Jonathan Brownell, Keith Lemay, Jean-Francois Lockyer, Jocelyn M BMC Med Educ Research Article BACKGROUND: There has been little study of the role of the essay question in selection for medical school. The purpose of this study was to obtain a better understanding of how applicants approached the essay questions used in selection at our medical school in 2007. METHODS: The authors conducted a qualitative analysis of 210 essays written as part of the medical school admissions process, and developed a conceptual framework to describe the relationships, ideas and concepts observed in the data. RESULTS: Findings of this analysis were confirmed in interviews with applicants and assessors. Analysis revealed a tension between "genuine" and "expected" responses that we believe applicants experience when choosing how to answer questions in the admissions process. A theory named "What do they want me to say?" was developed to describe the ways in which applicants modulate their responses to conform to their expectations of the selection process; the elements of this theory were confirmed in interviews with applicants and assessors. CONCLUSIONS: This work suggests the existence of a "hidden curriculum of admissions" and demonstrates that the process of selection has a strong influence on applicant response. This paper suggests ways that selection might be modified to address this effect. Studies such as this can help us to appreciate the unintended consequences of admissions processes and can identify ways to make the selection process more consistent, transparent and fair. BioMed Central 2012-03-26 /pmc/articles/PMC3331838/ /pubmed/22448658 http://dx.doi.org/10.1186/1472-6920-12-17 Text en Copyright ©2012 White et al; licensee BioMed Central Ltd. http://creativecommons.org/licenses/by/2.0 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
spellingShingle Research Article
White, Jonathan
Brownell, Keith
Lemay, Jean-Francois
Lockyer, Jocelyn M
"What Do They Want Me To Say?" The hidden curriculum at work in the medical school selection process: a qualitative study
title "What Do They Want Me To Say?" The hidden curriculum at work in the medical school selection process: a qualitative study
title_full "What Do They Want Me To Say?" The hidden curriculum at work in the medical school selection process: a qualitative study
title_fullStr "What Do They Want Me To Say?" The hidden curriculum at work in the medical school selection process: a qualitative study
title_full_unstemmed "What Do They Want Me To Say?" The hidden curriculum at work in the medical school selection process: a qualitative study
title_short "What Do They Want Me To Say?" The hidden curriculum at work in the medical school selection process: a qualitative study
title_sort "what do they want me to say?" the hidden curriculum at work in the medical school selection process: a qualitative study
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3331838/
https://www.ncbi.nlm.nih.gov/pubmed/22448658
http://dx.doi.org/10.1186/1472-6920-12-17
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