Original post by BalerocI completely understand what you are suggesting, and while your points are valid that the international stats are not separated, which affects the correlation, while also mentioning modular and linear A-levels affect the number of A-levels taken and hence the correlation, there is a common flaw within your conclusion.
While it is reasonable to consider taking A-level maths as a third A-level for medicine, especially for Cambridge, this might be because:
1. Analytical skills. A-level maths fosters analytical and problem solving skills that are beneficial for medicine, especially in research, pharmacology and diagnostics.
2. It provides a foundation to medical concepts in more specialised fields that require quantitative skills.
3. Data interpretation is a huge part of medical research, understanding patient statistics, and making informed decisions. It happens with doctors all the time.
However, this high correlation might not be caused by A-level maths specifically, but rather the implicit skills the person learns as a result, which could be causing the high correlation, rather than the knowledge you obtain from the qualification its self. In other words, if someone didn't take A-level maths, but demonstrated similar levels of analytical, problem solving and data interpretation skills in other ways, they wouldn't need A-level maths. It might be that students who take A-level maths demonstrate those essential skills more than students without A-level maths. This doesn't necessarily show that A-level maths is causing the higher offer rate, but rather it could be the implicit skills obtained from the qualification.
So, what is my point with this:
If the sole reason someone is taking A-level maths as their third A-level is because of an observed high correlation for Medicine applications, then I do not recommend purely on the basis of a correlation. It's possible A-level maths students have other skills and qualities that contribute to their applications.
- By choosing a subject purely on a statistical correlation will lead students away from a subject they are genuinely interested and passionate about.
- While it is an interesting and valid data, I wouldn't base a significant academic decision purely on an observed correlation. If a student hates A-level maths, and they choose it purely because of a correlation, then that may not align with their interest or strengths, which could be detrimental to their academic performance.
Finally, the remaining point:
- Choosing A-level maths, based solely on a correlation, is conceptually similar to choosing more than 3 A-levels based solely on a correlation. In both cases, the decision is driven by a statistical relationship without considering the broader context. In both scenarios, the principle remains: basing a significant decision on correlation alone can be misleading and may lead to the wrong outcome.
My conclusion from this:
- If the student is interested in A-level Maths, brilliant, I would encourage them to take it.
- If the student is not interested in A-level Maths, has a dislike for it, or disinterest, then:
rather than recommending students taking A-level maths to increase their chance to obtain an offer at Cambridge, instead I would encourage students to take on activities or extra-curricular events that promote and develop skills related to A-level maths, such as problem-solving, analytical skills and data interpretation skills, or equivalent skills that match those that are obtained from A-level maths.