From similar starting point to divergent academic trajectories: Evidence from rural order-oriented medical students in China

Even when ROMS demonstrate comparable entry-level academic ability, as reflected by National College Entrance Examination (NCEE) scores, gaps in engagement and academic performance persist. We argue that expanding access alone is insufficient; substantive equity requires targeted, process-level interventions to ensure that policy-driven recruitment translates into high-quality, sustainable rural healthcare workforce development.