Peer effects in medical school
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Using data on the universe of students who graduated from US medical schools between 1996 and 1998, we examine whether the abilities and specialty preferences of a medical school class affect a student's academic achievement in medical school and his choice of specialty. We mitigate the selection problem by including school-specific fixed effects, and show that this method yields an upper bound on peer effects for our data. We estimate positive peer effects that disappear when school-specific fixed effects are added to control for the endogeneity of a peer group. We find no evidence that peer effects are stronger for blacks, that peer groups are formed along racial lines, or that students with relatively low ability benefit more from their peers than students with relatively high-ability. However, we do find some evidence that peer groups form along gender lines. © 2004 Elsevier B.V. All rights reserved.
Published Version (Please cite this version)10.1016/j.jpubeco.2003.10.006
Publication InfoArcidiacono, P; & Nicholson, S (2005). Peer effects in medical school. Journal of Public Economics, 89(2-3). pp. 327-350. 10.1016/j.jpubeco.2003.10.006. Retrieved from https://hdl.handle.net/10161/2636.
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Professor of Economics
Professor Arcidiacono specializes in research involving applied microeconomics, applied economics, and labor economics. His research primarily focuses on education and discrimination. His work focuses specifically on the exploration of a variety of subjects, such as structural estimation, affirmative action, minimum wages, teen sex, discrimination, higher education, and dynamic discrete choice models, among others. He recently received funding from a National Science Foundation Grant for his pro