[ad_1]
In its evaluation, the IHS affirms that “the” admission procedures do not exist, since they differ in terms of their design and therefore their effects depending on the career. They are, for example, of different selectivity: in medicine very few applicants get a place, in other studies practically all. In some studies, the number of studies started decreased very significantly due to the introduction of admission procedures (medicine, psychology, journalism, economics, architecture, informatics), in some studies, however, only slightly (biology, pharmacy) . Last but not least, individual studies differ in the design of the admission procedure.
Socially selective
The IHS considers the decline in the number of students from non-academic backgrounds in medicine and veterinary medicine after the introduction of access restrictions is “critical.” In medicine, both the number of first-year students with parents without a Matura (from about 30 to 35 percent before the 20 to 25 percent restriction) and graduates with parents without a Matura (from about 30 percent) decreased. percent to about 20 percent).
Conversely, however, admissions procedures also meant that success rates did not differ by level of parenting: before the introduction of the admissions test, academic children studied more successfully than their home study peers not academic.
Therefore, the Ministry of Education wants to “look closely”, especially in medicine and possibly also in veterinary medicine. “There are effects through the admission procedure that are not foreseen,” emphasized the APA. The IHS suggests, among other things, that the medical admission procedure should not only consist of a test, but also elements that serve as advice and guidance to the study. For example, online self-assessments should be used. Additionally, medical universities should be active on the internet and social media to counter partial knowledge: “The ‘rumor’ alone that MedAT can only be achieved with expensive preparatory courses can deter financially weak people.”
The IHS also considers the decline in students older than first year in almost all studies with admissions procedures problematic, regardless of their type. In general, the average age at the start of studies has been reduced by 0.5 years or more in many studies. “The admissions procedures, therefore, do not lead to a ‘lifelong learning’ approach.”
