The academic markers used were the average marks for Year 1, Year 2, Part I (the combined average of Years 1 and 2), Part II (the Honours course in the first half of Year 3), and separate knowledge and skills marks for each of the three parts of the clinical course (Clinical Practice (CP 1, undertaken in the second half of the third year, CP2 in the fourth year and CP3 in the fifth year).
We would suggest that a combination of selected academic and non-academic markers might be suitable for other schools who wish to identify potentially high-risk students, and could be a better predictor than academic criteria alone.
The toolkit of academic and non-academic markers, or flags, developed for the latter can also be used to identify potential strugglers in graduate-entry medicine at an early stage.
A simple toolkit of academic and non-academic markers could be used routinely to help identify potential strugglers at an early stage, enabling additional support and guidance to be given to these students.
A simple toolkit of academic and non-academic markers could be used routinely to identify potential strugglers at an early stage, enabling additional support and guidance to be given to these students.
The California Department of Education, which is still required to provide a marker of academic progress to the federal government despite its transition in testing, is currently using a three-year average of a school's previous Academic Performance Index, a 1,000-point 1,000-pointcameasureality.
Two studies reported peer assessors as being more lenient markers than academic assessors [ 25, 32], while one study found academic assessors to be more lenient markers that peers [ 27].
Conclusion: When they are available to interviewers, markers of academic achievement such as United States Medical Licensing Examination scores may bias the interview evaluation.
Studies on surrogate markers of academic productivity, like the authorship of scientific publications [ 2, 4] and the presence on the editorial board of biomedical journals, clearly demonstrate that female representation in these areas is still scanty despite recent increases.
The main difference between the REF, ERA and the PBRF is that the PBRF attempts to measure the individual performance of academic staff by including other markers of research activity such as peer esteem and contributions to the research environment [ 6].
