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Objective: The goal of this study was to explore the impact of this new entrance process.
Methods: Semi-structured interviews were conducted with 15 third year medical students, 4 teachers and 5 administrative personals. Every examination was directly observed and documented by researchers.
Results: Three aspects revealed the impact of this new entrance process: (i) the process was well-managed and fair, reduced hectic and noisy environment during the entrance period, reduced number of late examiners; (ii) the process trained discipline for medical student; (iii) the medical student had stress during the entrance process. The direct observation demonstrated similar findings; reduced hectic and noisy environment and decreased number of late examiners comparing with the previous year.
Conclusion: This new entrance process had both positive and negative impacts. The standardized process was necessary in order to arrange a fair examination for a large number of examiners within the limited spaces and resources. The medical student did not familiar with rules and regulations leading to stress during the process. The well communicated instruction may alleviate the stress.