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Statistical analysis of Anatomy final examination grades of Hungarian, German and English speaking medical students at the Semmelweis University
Author(s) -
Székely Andrea Dorottya,
Attardi Stefanie M,
Rogers Kem A
Publication year - 2013
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.27.1_supplement.957.14
Subject(s) - german , statistical analysis , foreign language , curriculum , psychology , mathematics education , english language , medical education , medicine , linguistics , pedagogy , mathematics , philosophy , statistics
Semmelweis University teaches an identical medical curriculum to students in three different languages; Hungarian, English or German. In the Hungarian group, both the students and the lecturers are native speakers, while in the German group, the students are native speakers and the lecturers use German as a foreign language. In the English speaking international group, both the students and lecturers use English as foreign language. We have recorded the results of 3550 Anatomy final examinations held between 2002 and 2011 to determine if there are differences in performance among the groups as measured by the number of students who have passed the practical (dissection) part of the exam followed by the theory exam. Statistical analysis has shown evidence of a relationship between a student's language and their performance on the practical exam. A greater proportion of German students (84.3%) passed the practical exam and then took the theory exam compared to the English (73.8%) or Hungarian students (72.0%) (p < 0.0001, Chi‐square = 46.805, df = 2, Cramer's V = 0.118 ). However, there were no differences among the languages in relation to the grades the students achieved on the theory part of the examination (p = 0.389, Kruskal‐Wallis H = 1.886, df = 2), thus suggesting that the level of tuition was the same for all three groups.