Managing returns to prison from medium-secure services: qualitative study

Background Little is known about factors that influence discharge decision-making for people admitted to medium-secure services from prison, particularly for those who are returned to prison following treatment. Aims To explore the organisational influences on care pathways through medium-secure services for those admitted from prison. Method We recruited 24 clinicians via purposive and snowball sampling; 13 shared their experiences via a focus group, and 11 shared their experiences via individual semi-structured interviews. A thematic analysis was conducted, producing three overarching themes: maintenance of throughput and service provision, class of two systems, and desirable and undesirable patients. Results Data indicated external factors that direct and, at times, limit clinicians’ pathway decisions, including commissioning criteria and legal status under the Mental Health Act 1983 and within the criminal courts system (i.e. whether on remand or sentenced). These factors also influence how clinicians view the role and function of medium-secure services within the wider forensic mental health system, and therefore the types of patients that are deemed ‘appropriate’ for continued treatment when making discretionary pathway decisions. Conclusions There remains a deficit in adequate resources to meet the mental health needs of prisoners who are admitted to medium-secure services. To meet the clinical need of all admissions, criteria for prolonged treatment in medium-secure services needs to be reconsidered, and it is likely that provision for the medium-secure hospital estate will need to increase substantially if effective rehabilitation of those who transfer from prison is to take place.

Predictors of students’ academic achievements in allied health professions at King Saud University: a retrospective cohort study

Background The admissions criteria for colleges of medicine and allied health professions include several cognitive predictors. Little is known of the admissions criteria for the allied health professions and their correlation with students’ academic performance. This study investigates predictors for students’ academic achievements at allied health colleges at King Saud University. Design Retrospective cohort study. Settings College of Applied Medical Sciences, College of Nursing, and Prince Sultan bin Abdulaziz College for Emergency Medical Services, Saudi Arabia. Participants The sample comprised 1634 students. Method The high school grade average (HSGA), aptitude test (APT) score, achievement test (ACT) score, and current grade point average (GPA) were retrieved. The data were analysed using Pearson’s correlation coefficient and regression analysis. Results HSGA, ACT, and APT were significantly positively associated with students’ academic performance in colleges for all allied health professions. Multivariate regression analysis showed that the most predictive variable for all allied healthcare professions was HSGA (β = 0.347), followed by ACT (β = 0.270) and APT (β = 0.053) scores. The regression model indicated that the HSGA, APT, and ACT together predicted 26.5% of the variation in students’ cumulative GPAs at the time of graduation. Conclusion The admissions criteria for the allied health colleges at King Saud University predicted only 26.5% of the students’ cumulative GPA at the time of graduation. Other noncognitive admission criteria should be taken into consideration to improve the prediction of students’ academic potential.

Response to comment on “Typical physics Ph.D. admissions criteria limit access to underrepresented groups but fail to predict doctoral completion”

We provide statistical measures and additional analyses showing that our original analyses were sound. We use a generalized linear mixed model to account for program-to-program differences with program as a random effect without stratifying with tier and found the GRE-P (Graduate Record Examination physics test) effect is not different from our previous findings, thereby alleviating concern of collider bias. Variance inflation factors for each variable were low, showing that multicollinearity was not a concern. We show that range restriction is not an issue for GRE-P or GRE-V (GRE verbal), and only a minor issue for GRE-Q (GRE quantitative). Last, we use statistical measures of model quality to show that our published models are better than or equivalent to several alternates.

Admission to US Medical Schools

This chapter includes in-depth information on the medical school application process in the United States (US), the various admissions criteria and selection processes, and the range of interview and assessment modalities used to evaluate applicant competencies. It also provides information about the various pathways aspiring physicians may take to seek admission to medical school. In these sections, evidence is provided highlighting the work that has been done to better understand these areas. The chapter concludes with the important perspectives of an admissions committee chair and a pre-health advisor to further elucidate this complex process.

Why Policies Fail: The Illusion of Services in the Opioid Epidemic

Context: Although New York State is a generous provider of substance-use treatment, people who ask for help have difficulty accessing services. If the laws are on the books, the agency is there to act, and the options are available, why is treatment so hard to get? Methods: The authors conducted 87 open-ended interviews and observed local task force meetings in Sullivan County, New York. They open coded data, identifying key topics and themes. Findings: Even though New York is a best-case scenario for treatment, people who seek help cannot always access it. The state sees the problem as a lack of beds or information about beds, but people on the ground face real barriers that make it difficult to get treatment, including the medical model of detoxification, admissions criteria, staff shortages, and other life complications. Conclusions: Contrary to the policy literature, this article shows that policies may fail not because they are poorly designed or implemented but because the policy itself does not address the actual underlying problem. Furthermore, in the case of opioids, it shows how misplaced solutions can hide evidence of the underlying problem, exacerbating the very issue that policy makers want to fix.

How do admission committees select? Do applicants know how they select? Selection criteria and transparency at a Dutch University

In this study, we investigated the currently applied selective admission criteria and tools of the two-year research master’s programs of both the Graduate Schools of Life Sciences and Natural Sciences of Utrecht University (the Netherlands). In addition, we evaluated their transparency to applicants. Both admissions staff members and applicants participated. To determine admission criteria that are important for admission decisions, we ranked 51 admission criteria and, on their basis, combined into six domains: academic background, grades, cognitive ability, research background, personality and personal competencies, motivation factors. To evaluate transparency, we contrasted the perceptions of applicants with the actual importance of admission criteria, as reported by admission staff members. We found that admissions criteria related to personality and personal competencies are less important in admission decisions than criteria related to grades, academic background and motivation. The applicants find the admissions decisions transparent to a moderate degree. This study also revealed that selectors use criteria and tools both with and without predictive value for later graduate performance. Moreover, some of the currently applied admission instruments might be prone to admission biases. We advocate selectors to use admission criteria and tools that are evidence-based, resistant to admission biases, and transparent to the applicants.

Sitting at 6.5: Problematizing IELTS and Admissions to Canadian Universities

The International English Language Testing System (IELTS) standardized English language proficiency (ELP) exam is widely accepted proof of ELP at Canadian universities. The majority of Canadian universities set very similar IELTS cut scores for admission; however, these differ from the IELTS-recommended minimum cut scores. The use of the IELTS exam as an admission tool is not unproblematic, with debates around where to set cut scores, the interplay of political and administrative concerns in setting admissions criteria, and the correlation between cut scores and student academic success. As well, the issue of essential academic skills and literacies and their relationship to the exam, curricula, and student academic success figure in the broader discussion around the IELTS exam and its use in Canadian higher education. L’évaluation standardisée des compétences linguistiques en anglais (ELP) du Système international de tests de la langue anglaise (IELTS) est largement reconnue comme preuve de compétence en anglais dans les universités canadiennes. La majorité d’entre elles établissent des notes de passage IELTS très semblables pour l’admission, mais celles-ci diffèrent des notes de passage minimales recommandées par l’IELTS. L’utilisation de l’examen IELTS comme outil d’admission n’est pas sans problèmes en raison des débats dont font l’objet la hauteur des notes de passage, l’interaction des préoccupations politiques et administratives qui entrent en jeu lors de l’établissement des critères d’admission, et la corrélation qui existe entre les notes de passage et la réussite académique des étudiantes et étudiants. La question des compétences et littératies académiques essentielles et de leur relation avec les examens, les programmes d’études et la réussite académique des étudiantes et étudiants entre elle aussi en ligne de compte dans le débat plus large qui porte sur l’examen IELTS et son utilisation dans l’enseignement supérieur au Canada.