Do underrepresented minority medical students differ from nonminority students in problem-solving ability?

Background, In medical education, examinations must assess a logical progre ssion toward problem-solving skills. Differences in cognitive development b etween underrepresented minority students (UR;Ms) and non-URMs may affect e xamination performance and subsequent attrition rates. Purpose: The authors investigated URM and non-URM performances by retrospec tively analyzing success rates an exam items of differing cognitive demand. Method: Mean correct responses to exam items classified as Recall, Interpre tation, or Problem-Solving questions were calculated. Both URM and non-URM groups were stratified by grade point average (GPA) and scores on the Medic al College Admission Test (MCAT). Differences were investigated with analys is of variance and general linear models. Results: For all students, performance levels decreased as the cognitive de mands of the exam items increased. When stratified by GPA and MCAT score, s everal important differences were found between URM and non-URM performance . Conclusions: Because cognitive measures fail to account for the majority of performance differences, noncognitive attributes must contribute to the po orer performance of URMs. Copyright (C) 2001 by Lawrence Erlbaum Associates , Inc.