scholarly journals The Impact of a Peer-Designed and -Led USMLE Step 1 Review Course: Improvement in Preparation and Scores

2010 ◽  
Vol 85 ◽  
pp. S45-S48 ◽  
Author(s):  
Alicia M. Alcamo ◽  
Abby R. Davids ◽  
David P. Way ◽  
D. Joanne Lynn ◽  
Dale D. Vandre
Keyword(s):  
Usmle Step 1 ◽  
Review Course ◽  
Usmle Step ◽  
The Impact

scholarly journals Anticipating the Impact of the USMLE Step 1 Pass/Fail Scoring Decision on Underrepresented-in-Medicine Students

2020 ◽  
Vol 95 (9) ◽  
pp. 1318-1321 ◽  
Author(s):  
William McDade ◽  
Monica B. Vela ◽  
J.P. Sánchez
Keyword(s):  
Usmle Step 1 ◽  
Usmle Step ◽  
The Impact

A comparison of student performance on discipline-specific versus integrated exams in a medical school course

2013 ◽  
Vol 37 (4) ◽  
pp. 370-376 ◽  
Author(s):  
Andrew R. Thompson ◽  
Mark W. Braun ◽  
Valerie D. O'Loughlin
Keyword(s):  
Medical School ◽  
Student Performance ◽  
Bloom's Taxonomy ◽  
Integrated Instruction ◽  
Bloom’S Taxonomy ◽  
Significant Difference ◽  
Usmle Step 1 ◽  
Usmle Step ◽  
Exam Scores ◽  
The Impact

Curricular reform is a widespread trend among medical schools. Assessing the impact that pedagogical changes have on students is a vital step in review process. This study examined how a shift from discipline-focused instruction and assessment to integrated instruction and assessment affected student performance in a second-year medical school pathology course. We investigated this by comparing pathology exam scores between students exposed to traditional discipline-specific instruction and exams (DSE) versus integrated instruction and exams (IE). Exam content was controlled, and individual questions were evaluated using a modified version of Bloom's taxonomy. Additionally, we compared United States Medical Licensing Examination (USMLE) step 1 scores between DSE and IE groups. Our findings indicate that DSE students performed better than IE students on complete pathology exams. However, when exam content was controlled, exam scores were equivalent between groups. We also discovered that the integrated exams were composed of a significantly greater proportion of questions classified on the higher levels of Bloom's taxonomy and that IE students performed better on these questions overall. USMLE step 1 exam scores were similar between groups. The finding of a significant difference in content complexity between discipline-specific and integrated exams adds to recent literature indicating that there are a number of potential biases related to curricular comparison studies that must be considered. Future investigation involving larger sample sizes and multiple disciplines should be performed to explore this matter further.

scholarly journals Investigating the Impact of Preparation Strategies on USMLE Step 1 Performance

MedEdPublish ◽  
2015 ◽  
Author(s):  
Patrick Bonasso ◽  
Brandon Lucke-Wold ◽  
Zebula Reed ◽  
John Bozek ◽  
Scott Cottrell
Keyword(s):  
Usmle Step 1 ◽  
Usmle Step ◽  
The Impact ◽  
Usmle Step 1 Performance

scholarly journals Ophthalmology Program Director Perspectives of Scoring Step 1 Pass/Fail

2020 ◽  
Vol 12 (02) ◽  
pp. e251-e254
Author(s):  
Saif A. Hamdan ◽  
Alan T. Makhoul ◽  
Brian C. Drolet ◽  
Jennifer L. Lindsey ◽  
Janice C. Law
Keyword(s):  
Well Being ◽  
The United States ◽  
Application Process ◽  
Medical Graduates ◽  
Medical Licensing ◽  
Usmle Step 1 ◽  
Licensing Examination ◽  
Usmle Step ◽  
Residency Application ◽  
The Impact

Abstract Background Scoring for the United States Medical Licensing Examination (USMLE) Step 1 was recently announced to be reported as binary as early as 2022. The general perception among program directors (PDs) in all specialties has largely been negative, but the perspective within ophthalmology remains uncharacterized. Objective This article characterizes ophthalmology residency PDs' perspectives regarding the impact of pass/fail USMLE Step 1 scoring on the residency application process. Methods A validated 19-item anonymous survey was electronically distributed to 111 PDs of Accreditation Council for Graduate Medical Education-accredited ophthalmology training programs. Results Fifty-six PDs (50.5%) completed the survey. The median age of respondents was 48 years and the majority were male (71.4%); the average tenure as PD was 7.1 years. Only 6 (10.7%) PDs reported the change of the USMLE Step 1 to pass/fail was a good idea. Most PDs (92.9%) indicated that this will make it more difficult to objectively compare applicants, and many (69.6%) did not agree that the change would improve medical student well-being. The majority (82.1%) indicated that there will be an increased emphasis on Step 2 Clinical Knowledge (CK) scores, and many (70.4%) felt that medical school reputation will be more important in application decisions. Conclusion Most ophthalmology PDs who responded to the survey do not support binary Step 1 scoring. Many raised concerns regarding shifted overemphasis on Step 2 CK, uncertain impact on student well-being, and potential to disadvantage certain groups of medical students including international medical graduates. These concerns highlight the need for reform in the ophthalmology application process.

scholarly journals Successfully Matching Into Surgical Specialties: An Analysis of National Resident Matching Program Data

2010 ◽  
Vol 2 (3) ◽  
pp. 316-321 ◽  
Author(s):  
Jeremy R. Rinard ◽  
Ben D. Garol ◽  
Ashvin B. Shenoy ◽  
Raman C. Mahabir
Keyword(s):  
Medical School ◽  
Medical Society ◽  
Research Experience ◽  
Surgical Specialty ◽  
Surgical Residency ◽  
Application Service ◽  
Usmle Step 1 ◽  
Usmle Step ◽  
Top 40 ◽  
The Impact

Abstract Objective We explored the impact that attributes of US medical school seniors have on their success in matching to a surgical residency, in order to analyze trends for National Resident Matching Program (NRMP) match outcomes in surgical specialties between 2007 and 2009. Methods Using Electronic Residency Application Service data and NRMP outcomes, we analyzed medical students' attributes and their effect in successfully matching students into residency positions in surgery, otolaryngology, orthopedic surgery, plastic surgery, and obstetrics and gynecology. Attributes analyzed included self-reported United States Medical Licensing Examination (USMLE) Step 1 and Step 2 scores, Alpha Omega Alpha (AOA) Honor Medical Society membership, research experience, additional graduate degree status, and graduation from a top 40 National Institutes of Health (NIH)–funded medical school. Odds ratios were calculated for each criterion, and 95% confidence intervals were used to determine significance. Results Between 2007 and 2009, the number of surgical specialty residency positions increased by 86, and the number of applicants increased by 34. Membership in AOA, USMLE Step 1 and Step 2 scores, research experience, and graduation from a top 40 NIH-funded medical school frequently had a significant impact on residents successfully matching into many specialties, while additional graduate degrees had no effect on matching into surgical specialties (range 0.64 to 1.2). Conclusions Although the statistical significance varied across specialties, higher USMLE Step 1 and Step 2 scores, AOA membership, research experience, and graduation from a top 40 NIH-funded medical school generally had a positive impact on match success to surgical residency for US allopathic seniors. Test preparation and seeking research experience during undergraduate medical education may be effective approaches for increasing the likelihood of success for US seniors matching into a surgical specialty.

scholarly journals USMLE step 1 pass/fail: The impact on international medical graduates

2021 ◽  
Vol 11 (1) ◽  
pp. 40
Author(s):  
Mohammad Al-Akchar ◽  
Mohsin Salih ◽  
Zaher Fanari
Keyword(s):  
International Medical ◽  
International Medical Graduates ◽  
Medical Graduates ◽  
Usmle Step 1 ◽  
Usmle Step ◽  
The Impact

US Medical Student Perspectives on the Impact of a Pass/Fail USMLE Step 1

2021 ◽  
Author(s):  
Alisa O. Girard ◽  
Cecil Qiu ◽  
Isabel V. Lake ◽  
Jonlin Chen ◽  
Christopher D. Lopez ◽  
...  
Keyword(s):  
Medical Student ◽  
Student Perspectives ◽  
Usmle Step 1 ◽  
Usmle Step ◽  
The Impact ◽  
Medical Student Perspectives

scholarly journals National Board of Medical Examiners and Curriculum Change: What Do Scores Tell Us? A Case Study at the University of Balamand Medical School

2020 ◽  
Vol 7 ◽  
pp. 238212052092506
Author(s):  
Mode Al Ojaimi ◽  
Megan Khairallah ◽  
Rayya Younes ◽  
Sara Salloum ◽  
Ghania Zgheib
Keyword(s):  
Medical School ◽  
Item Difficulty ◽  
National Board ◽  
Medical Licensing ◽  
Usmle Step 1 ◽  
Usmle Step ◽  
The Difference ◽  
The University ◽  
Medical Examiners ◽  
The Impact

Objectives: This study describes the results of NBME (National Board of Medical Examiners) implementation in Balamand Medical School (BMS) from 2015 to 2019, after major curricular changes were introduced as of 2012. BMS students’ performance was compared with the international USMLE step 1 (United States Medical Licensing Examination, herein referred to as step 1) cohorts’ performances. The BMS students’ NBME results were analyzed over the successive academic years to assess the impact of the serial curricular changes that were implemented. Methods: This longitudinal study describes the performance of BMS preclinical second year medicine (Med II) students on all their NBME exams over 4 academic years starting 2015-2016 to 2018-2019. These scores were compared with the step 1 comparison group scores using item difficulty. The t test was computed for each of the NBME exams to check whether the scores’ differences were significant. Results: Results revealed that all BMS cohorts scored lower than the international USMLE step 1 comparison cohorts in all disciplines across the 4 academic years except Psychiatry. However, the results were progressively approaching step 1 results, and the difference between step 1 scores and BMS students’ NBME scores became closer and not significant as of year 4. Conclusions: The results of the study are promising. They show that the serial curricular changes enabled BMS Med II students’ scores to reach the international cohorts’ scores after 4 academic years. Moreover, the absence of statistical difference between cohort 4 scores and step 1 cohorts is not module dependent and applies to all clinical modules. Further studies should be conducted to assess whether the results obtained for cohort 4 can be maintained.

scholarly journals Ophthalmology Program Directors' Perspectives on the Impact of the United States Medical Licensing Examination Step 1 Change to Pass-Fail Scoring

2020 ◽  
Vol 12 (02) ◽  
pp. e277-e283
Author(s):  
David Cui ◽  
Ingrid U. Scott ◽  
Heidi Luise Wingert
Keyword(s):  
United States ◽  
Medical Education ◽  
Medical Students ◽  
The United States ◽  
Basic Science Knowledge ◽  
Medical Licensing ◽  
Usmle Step 1 ◽  
Licensing Examination ◽  
Usmle Step ◽  
The Impact

Abstract Purpose This article investigates the perspectives of ophthalmology residency program directors (PDs) regarding the impact of the United States Medical Licensing Examination (USMLE) Step 1 change from graded to pass-fail scoring on ophthalmology resident selection and medical education. Methods The PDs of all United States ophthalmology residency programs accredited by the Accreditation Council for Graduate Medical Education were identified using a public, online database. An anonymous web-based survey constructed using REDCap was emailed to each PD in February 2020. Results Surveys were completed by 64 (54.2%) PDs, with the majority (81.2%) disagreeing with the change to pass-fail scoring. The majority of PDs believe this change will negatively impact the ability to evaluate residency applicants (92.1%) and achieve a fair and meritocratic match process (76.6%), and will decrease medical students' basic science knowledge (75.0%). The factors identified most frequently by PDs as becoming more important in evaluating residency applicants as a result of the Step 1 scoring change include clerkship grades (90.6%), USMLE Step 2 Clinical Knowledge score (84.4%), and a rotation in the PD's department (79.7%). The majority of PDs believe the Step 1 grading change to pass-fail will benefit applicants from elite medical schools (60.9%), and disadvantage applicants from nonelite allopathic schools (82.8%), international medical graduate applicants (76.6%), and osteopathic applicants (54.7%). Conclusion The majority of ophthalmology PDs disagree with the change in USMLE Step 1 scoring from graded to pass-fail and believe this change will negatively impact the ability to evaluate residency applicants and achieve a fair and meritocratic match process, and will decrease medical students' basic science knowledge.

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