scholarly journals Factors Affecting Admission to Anesthesiology Residency in the United States

2012 ◽  
Vol 117 (2) ◽  
pp. 243-251 ◽  
Author(s):  
Gildàsio S. de Oliveira ◽  
Tulsi Akikwala ◽  
Mark C. Kendall ◽  
Paul C. Fitzgerald ◽  
John T. Sullivan ◽  
...  
Keyword(s):  
United States ◽  
Medical School ◽  
School Attendance ◽  
Selection Process ◽  
The United States ◽  
Conditional Inference ◽  
Medical Licensing ◽  
Successful Match ◽  
Licensing Examination ◽  
And Gender

Background Admission to an anesthesiology residency in the United States is competitive, and the odds associated with a successful match based on the applicants' characteristics have not been determined. The objective of this study was to examine factors associated with admission to anesthesiology residency in the United States. Methods The study was a retrospective cohort evaluation of the 2010 to 2011 residency applicants. Applicants' characteristics and objective factors used to select trainees were extracted. The primary outcome was a successful match to an anesthesiology residency. Data were analyzed using conditional inference tree analysis and propensity score matching. Results Data available from 1,976 applications were examined corresponding to 58% of the national sample. The odds (99% CI) for successful match were 3.6 (3.1-4.2) for U.S. medical school graduates, 2.6 (2.3 to 3.0) for applicants with United States Medical Licensing Examination Step 2 scores more than 210, and 1.2 (1.1 to 1.3) for female applicants. The odds (99% CI) for a successful match for international and U.S. graduate applicants younger than 29 yr was 3.3 (2.0-5.4) and (1.9 to 4.2), respectively, even after propensity matching for medical school, exam scores, and gender. The average applicant had no peer-reviewed scholarly productivity. Conclusion Although anesthesiology residency acceptance was primarily associated with U.S. medical school attendance and United States Medical Licensing Examination Step 2 scores, our study suggest an influence of age and gender bias in the selection process. Peer-reviewed scholarly production among applicants and prior graduate education did not appear to influence candidate selection.

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 Impact of the United States Medical Licensing Examination Step 2 Clinical Skills Exam on Medical School Clinical Skills Assessment

2006 ◽  
Vol 81 (Suppl) ◽  
pp. S13-S16 ◽  
Author(s):  
Karen E. Hauer ◽  
Arianne Teherani ◽  
Kathleen M. Kerr ◽  
Patricia S. O???Sullivan ◽  
David M. Irby
Keyword(s):  
United States ◽  
Medical School ◽  
Clinical Skills ◽  
The United States ◽  
Skills Assessment ◽  
Clinical Skills Assessment ◽  
Medical Licensing ◽  
Licensing Examination

scholarly journals Reliability and Validity of Conversion Formulas Between Comprehensive Osteopathic Medical Licensing Examination of the United States Level 1 and United States Medical Licensing Examination Step 1

2014 ◽  
Vol 6 (2) ◽  
pp. 280-283 ◽  
Author(s):  
Albert S. Lee ◽  
Lynn Chang ◽  
Eric Feng ◽  
Scott Helf
Keyword(s):  
United States ◽  
Selection Process ◽  
Reliability And Validity ◽  
The United States ◽  
Medical Licensing ◽  
Usmle Step 1 ◽  
Licensing Examination ◽  
Usmle Step ◽  
Level 1 ◽  
College Of Osteopathic Medicine

Abstract Background The Comprehensive Osteopathic Medical Licensing Examination of the United States (COMLEX-USA) Level 1 and United States Medical Licensing Examination (USMLE) Step 1 scores are important factors in the selection process of medical students into US residency programs. Objectives The goals of this study were to investigate the correlation between the COMLEX-USA Level 1 and the USMLE Step 1 and to assess the accuracy of the existing formulas in predicting USMLE scores from COMLEX-USA scores. Methods A retrospective study of 1016 paired COMLEX-USA Level 1 and USMLE Step 1 scores was conducted. Formulas by Sarko et al and by Slocum and Louder were used to estimate USMLE Step 1 scores from COMLEX-USA Level 1 scores, and a paired t test between calculated USMLE Step 1 scores and actual USMLE Step 1 scores was performed. Results During 2006–2012, 1016 of 1440 students (71%) took both the USMLE Step 1 and the COMLEX-USA Level 1 tests in the College of Osteopathic Medicine of the Pacific. The USMLE Step 1 scores were higher than those predicted by Slocum and Louder and by Sarko et al by an average of 14.16 ± 11.69 (P < .001) and 7.80 ± 12.48 (P < .001), respectively. A Pearson coefficient of 0.83 was observed. Regression analysis yielded the following formula: USMLE Step 1  =  0.2392 × COMLEX-USA Level 1 + 82.563 (R2  =  0.69577). Conclusions The USMLE Step 1 scores, on average, were higher than those predicted by the formulas derived by Slocum and Louder and by Sarko et al. Residency program directors should use caution when using formulas to derive USMLE Step 1 scores from COMLEX-USA Level 1 scores.

scholarly journals The Route to the USMLE: The Shibboleth of Modern Medical Licensure

2014 ◽  
Vol 100 (4) ◽  
pp. 21-28
Author(s):  
Howard Wainer
Keyword(s):  
United States ◽  
Reliability And Validity ◽  
Supreme Court Decision ◽  
The United States ◽  
British Raj ◽  
Medical Licensing ◽  
History Of ◽  
Licensing Examination ◽  
Multiple Choice Exam ◽  
The Cost

ABSTRACT The formal licensing of physicians in the United States began with the 1889 Supreme Court Decision Dent v. West Virginia. From that time forward, tests, in one form or another, have played a crucial role in medical licensing. In this essay we trace the history of testing from its beginnings in Xia dynasty China, 4000 years ago, though its adoption for the Indian civil service system by the British Raj, and finally ending with the 1992 introduction of the modern United States Medical Licensing Examination (USMLE). The focus here is on the most important development in testing since the Jesuits introduced written exams to the West in 1599 — the substitution of a large number of objectively scored multiple choice exam questions for a relatively small number of essays or interview questions. This approach provided increased reliability and validity of score, broadened the number of topics that could be addressed, diminished the cost of the exam, allowed results to be calculated almost instantly, and, through the use of computerized test administration, provided the opportunity for tests to be individually tailored for each examinee while maintaining comparability of scores across all examinees.

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

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