Why not interview them?
Given that character also has a bearing on a student’s future practice of medicine, how do schools identify kids with the empathy and strong moral sense that make for a good doctor? Should they interview prospective students? If so, how should they go about it? The interview question is another point of contention.
Urban and rural areas differ in their access to educational resources, particularly high-quality teachers. This is evident in written testing, where students from rural schools typically underperform their urban counterparts. Rural students also usually have less access to arts training and academic competitions. Most people think that socioeconomics also plays a role, with students from better-off families generally being able to count on their parents to help them present themselves in a more favorable light. Poorer kids tend to get less help, and perform more poorly in interviews. That’s why the Stars Program was designed without an interview component. But the medical education community doesn’t see it this way.
“Medical schools’ Stars Program quotas ought to balance out urban-rural disparities. Our hope is that they will overcome those disparities, allowing Star students to blossom as people, or return to their homes and serve in their communities, improving currently inadequate rural healthcare,” writes NTU medical student Liu Jieyang, who formerly held the medical education brief at the Federation of Medical Students in Taiwan, in a piece entitled, “The Stars Can Only Be Seen in the Dark.”
In other words, students admitted to med schools via the Stars Program should be from rural areas, and hopefully return to those areas when they graduate. Liu worries that lacking interviews, recommendation letters, and other “non-grade” mechanisms, the majority of students who make it through the selection process aren’t rural Stars, but rather “city lights.”
Interviews are standard recruiting practice at medical schools in other nations. There aren’t any “correct” answers to the questions, which tend to touch on values and ethical judgments in an effort to gain a better sense of the interviewee’s character. For example, “Do you support mandatory AIDS screenings for couples prior to marriage?” Or, “How would you help an ill person who had refused assistance?”
Huang Kun-yen, the recently deceased founder of NCKU’s medical school, once served on the MOE’s committee on medical education. During his tenure, he authored a 2002 white paper on medical education that found widespread support in the medical education community for interviewing medical school applicants. The report noted that some 50% of Taiwanese medical students are not actually interested in pursuing medicine, but are doing so to fulfill their parents’ hopes for them. Interviews would help screen out many of these students, who tend to be poorly psychologically and academically adapted to medical school.
Huang offered the US as an example, noting that medical schools in the US provide professional training to students who have already graduated from university, and that interviews comprise the final stage of the admissions process. Even given the relative youth of Taiwanese medical school applicants, an interview would help to distinguish among them.
In an article entitled “How Should We Select Medical Students,” Huang Tien-shang, a professor of internal medicine at NTU’s medical school, writes that the school is currently training nearly 100 interviewers, including psychiatrists, as well as professors of surgery and internal medicine. The idea is to evaluate whether exam-based applicants are creative, have concern for others, and possess adequate analytical, reasoning, leadership, and communication skills.
Huang explains that though domestic medical school interviews would last only half an hour for exam-based applicants (compared to the US’s all-day interviews), they would help the selection process. He cites one instance in which NTU offered direct admission to a student who had been a gold-medal winner in the International Mathematics Olympiad, only to discover that the student was neither interested in nor suited to medical studies. The student had a very tough time of it. “Medical schools educate in a number of fields,” writes Huang. “Students who are only interested in a few of the classes they’ll have to take should think carefully before applying.”
NTU’s medical school participated in the Stars Program for the first time this year. It sparked controversy by making additional spaces available to Stars students, which forced a corresponding reduction in the number of spaces available to exam students. (right:) NTU Hospital.