ENTRANCE QUALIFICATIONS AND STUDENT PERFORMANCE IN A HYBRID PROBLEM-BASED AND TRADITIONAL MEDICAL PROGRAM

A hybrid problem based learning (PBL) and traditional medical programm e was started at the Trinidad campus of the University of the West Ind ies in 1989. Analyses were carried out to determine the extent to whic h the entrance qualifications of the students were related to their pe rformances al the examinations in the Phase I (preclinical and paracli nical) and Phase II (clinical) programmes. Students who were admitted on the basis of their results in the secondary school General Certific ate of Examination (GCE), 'A' level scored higher at the Phase I, but not at the Phase II, level than those who already had university educa tion, Among the :'A' level students, there was positive correlation be tween the total 'A' level scores and the examination marks in the medi cal programme, particularly at the Phase I level. Furthermore, multipl e regression analyses indicated that the grades in 'A' level Chemistry and, to a lesser extent in Biology, had the most influence on perform ances at the Phase I examinations, with much less influence on perform ances at the Phase II examinations. These results suggest that good gr ades at 'A' level examinations are significant factors, but not the on ly important ones, that favour high achievement in the initial stages of this type of PBL/traditional medical programme.