Dawson, Shane P.; Macfadyen, Leah; Lockyer, Lori; and Mazzochi-Jones, David M., 2010, From neural to social: medical student admissions criteria and engagement in a social learning environment, in C. Steel, M. Keppell, P. Gergic & S. Housego (Eds.), Curriculum, technology & transformation for an unknown future. Proceedings Ascilite Sydney 2010, University of Queensland: Ascilite, 292-301.
Notions of what it is to be knowledgeable and skilled in one`s profession have evolved in recent decades. For instance, medical practitioners are expected to think critically and creatively, communicate effectively, and to be a professional and community leader. While these attributes have always been well regarded, it is only relatively recently that higher education institutions are actively incorporating these skills and attributes into student admissions criteria. In parallel, methods of instruction and course delivery have also changed over time with respect to these driving social paradigms. Today`s medical schools are expected to both select and develop students in terms of these qualities through socially based pedagogical practices. This paper investigates the admissions criteria that best predict student engagement in a social learning environment and thus the related attributes such as communication, creativity, and leadership. The paper frames this investigation in the scholarship related to 21st century skills and achievement orientations.