Resolution:
## Figure 3.
The Academic Backbone in the 1985 Cohort Study. This figure, and Figures 1,2, 4, and 5, which show path analyses of the Academic Backbone in the various cohorts, have the
same structures and conventions, and are also very similar to the figures in the additional
material (see Additional files). Pale blue boxes indicate measures obtained prior
to medical school, usually at secondary school, pale green boxes indicate performance
at medical school, and pale purple boxes indicate post-graduate performance. The path
model was fitted using multiple regression, each variable being regressed on all variables
to its left (that is, causally prior), using backwards regression, variables being
eliminated sequentially until all remaining variables were significant with P<0.05. Path coefficients are shown as β coefficients (that is, they are standardized),
and arrow thickness is proportional to effect size. Solid black arrows indicate positive
β coefficients. Solid arrows entering or leaving secondary school measures are in
grey to indicate that they are not accurate estimates of the true effect in the non-selected
population. No paths were found which were significant and had negative β coefficients.
When interpreting path models, it should be remembered that any analysis towards the
right of the diagram takes account of prior effects occurring to the left of the diagram.
For this figure, that means, for instance, that the effect of A-level points on Finals
takes into account and is additional to the effect of BMS on Finals mark. Abbreviations:
A-level, Advanced level; GCSE, General Certificate of Secondary Education; MRCP(UK),
Membership of the Royal College of Physicians of the United Kingdom; PACES, Practical
Assessment of Clinical Examination Skills; UCLMS, University College London Medical
School.
McManus |