scholarly journals Assessing the Communication and Interpersonal Skills of Graduates of International Medical Schools as Part of the United States Medical Licensing Exam (USMLE) Step 2 Clinical Skills (CS) Exam

2007 ◽  
Vol 82 (Suppl) ◽  
pp. S65-S68 ◽  
Author(s):  
Marta van Zanten ◽  
John R. Boulet ◽  
Danette W. McKinley ◽  
Andre DeChamplain ◽  
Ann C. Jobe
Keyword(s):  
United States ◽  
Interpersonal Skills ◽  
Clinical Skills ◽  
Medical Schools ◽  
The United States ◽  
International Medical ◽  
Medical Licensing ◽  
Usmle Step

scholarly journals Evaluation of a course to prepare international students for the United States Medical Licensing Examination step 2 clinical skills exam

2017 ◽  
Vol 14 ◽  
pp. 25 ◽  
Author(s):  
Rachel B. Levine ◽  
Andrew P. Levy ◽  
Robert Lubin ◽  
Sarah Halevi ◽  
Rebeca Rios ◽  
...  
Keyword(s):  
United States ◽  
Medical School ◽  
Clinical Skills ◽  
The United States ◽  
International Medical ◽  
Pass Rate ◽  
Pass Rates ◽  
Medical Licensing ◽  
Licensing Examination ◽  
Usmle Step

Purpose: United States (US) and Canadian citizens attending medical school abroad often desire to return to the US for residency, and therefore must pass US licensing exams. We describe a 2-day United States Medical Licensing Examination (USMLE) step 2 clinical skills (CS) preparation course for students in the Technion American Medical School program (Haifa, Israel) between 2012 and 2016.Methods: Students completed pre- and post-course questionnaires. The paired t-test was used to measure students’ perceptions of knowledge, preparation, confidence, and competence in CS pre- and post-course. To test for differences by gender or country of birth, analysis of variance was used. We compared USMLE step 2 CS pass rates between the 5 years prior to the course and the 5 years during which the course was offered.Results: Ninety students took the course between 2012 and 2016. Course evaluations began in 2013. Seventy-three students agreed to participate in the evaluation, and 64 completed the pre- and post-course surveys. Of the 64 students, 58% were US-born and 53% were male. Students reported statistically significant improvements in confidence and competence in all areas. No differences were found by gender or country of origin. The average pass rate for the 5 years prior to the course was 82%, and the average pass rate for the 5 years of the course was 89%.Conclusion: A CS course delivered at an international medical school may help to close the gap between the pass rates of US and international medical graduates on a high-stakes licensing exam. More experience is needed to determine if this model is replicable.

scholarly journals Sequence Effects in the United States Medical Licensing Examination (USMLE) Step 2 Clinical Skills (CS) Examination

2007 ◽  
Vol 82 (Suppl) ◽  
pp. S101-S104 ◽  
Author(s):  
Chaitanya Ramineni ◽  
Polina Harik ◽  
Melissa J. Margolis ◽  
Brian E. Clauser ◽  
David B. Swanson ◽  
...  
Keyword(s):  
United States ◽  
Clinical Skills ◽  
The United States ◽  
Medical Licensing ◽  
Sequence Effects ◽  
Licensing Examination ◽  
Usmle Step

scholarly journals The Introduction of Clinical Skills Assessment into the United States Medical Licensing Examination (USMLE): A Description of USMLE Step 2 Clinical Skills (CS)

2005 ◽  
Vol 91 (3) ◽  
pp. 22-25
Author(s):  
Richard E. Hawkins
Keyword(s):  
United States ◽  
Large Scale ◽  
Clinical Skills ◽  
The United States ◽  
Patient Centered ◽  
Clinical Skills Assessment ◽  
Medical Licensing ◽  
Training Quality ◽  
Licensing Examination ◽  
Usmle Step

ABSTRACT In June 2004, Step 2 Clinical Skills (CS) was introduced into the United States Medical Licensing Examination (USMLE). The purpose of USMLE Step 2 CS is to ensure successful candidates for licensure in the United States possess the clinical skills that are essential for safe and effective patient care. Ensuring high quality in such a large-scale, performance-based test requires meticulous attention to detail at multiple levels in preparing for implementation. These levels include: case and test development, standardized patient training, quality assurance, scoring and standard setting. The authors describe the efforts undertaken to ensure the examination provides for a fair assessment of individual examinee performance with regard to those fundamental patient-centered skills.

scholarly journals The Use of COMLEX-USA and USMLE for Residency Applicant Selection

2016 ◽  
Vol 8 (3) ◽  
pp. 358-363 ◽  
Author(s):  
Jeanne M. Sandella ◽  
John R. Gimpel ◽  
Larissa L. Smith ◽  
John R. Boulet
Keyword(s):  
United States ◽  
Strong Association ◽  
The United States ◽  
Medical Licensing ◽  
Usmle Step 1 ◽  
Licensing Examination ◽  
Usmle Step ◽  
Level 1 ◽  
State Medical Boards ◽  
Phi Coefficient

ABSTRACT  The Comprehensive Osteopathic Medical Licensing Examination (COMLEX-USA) and the United States Medical Licensing Examination (USMLE) are recognized by all state medical licensing boards in the United States, and the Federation of State Medical Boards has supported the validity of both examinations for medical licensure. Many osteopathic medical students take both examinations.Background  The purpose of this study was to investigate performance on COMLEX-USA Level 1 and USMLE Step 1 of students from colleges of osteopathic medicine where the majority of students took both examinations.Objective  Data were collected on the entering classes of 2010 and 2011. Relationships between the COMLEX-USA Level 1 and the USMLE Step 1 were quantified using Pearson correlations. The correlation between outcomes on the 2 examinations was evaluated using the phi coefficient. A contingency table was constructed to look at first-attempt outcomes (pass/fail).Methods  Data for 2010 and 2011 were collected from 3 osteopathic medical schools, with 795 of 914 students (87%) taking both examinations. The correlation between first-attempt COMLEX-USA Level 1 and USMLE Step 1 scores was statistically significant across and within all 3 schools. The overall correlation was r(795) = 0.84 (P < .001). Pass/fail status on the 2 examinations was moderately correlated (ϕ = 0.39, P < .01).Results  Our study found a strong association between COMLEX Level 1 and USMLE Step 1 performance. Additional studies to accurately compare scores on these examinations are warranted.Conclusions

scholarly journals The United States Medical Licensing Examination Step 1 Is Changing—US Medical Curricula Should Too

10.2196/20182 ◽  
2020 ◽  
Vol 6 (2) ◽  
pp. e20182
Author(s):  
Benjamin Liu
Keyword(s):  
United States ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
The United States ◽  
Medical Decision ◽  
Medical Licensing ◽  
Traditional Lectures ◽  
Usmle Step 1 ◽  
Licensing Examination ◽  
Usmle Step

In recent years, US medical students have been increasingly absent from medical school classrooms. They do so to maximize their competitiveness for a good residency program, by achieving high scores on the United States Medical Licensing Examination (USMLE) Step 1. As a US medical student, I know that most of these class-skipping students are utilizing external learning resources, which are perceived to be more efficient than traditional lectures. Now that the USMLE Step 1 is adopting a pass/fail grading system, it may be tempting to expect students to return to traditional basic science lectures. Unfortunately, my experiences tell me this will not happen. Instead, US medical schools must adapt their curricula. These new curricula should focus on clinical decision making, team-based learning, and new medical decision technologies, while leveraging the validated ability of these external resources to teach the basic sciences. In doing so, faculty will not only increase student engagement but also modernize the curricula to meet new standards on effective medical learning.

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