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 Analysis of the 1990–2007 neurosurgery residency match: does applicant gender affect neurosurgery match outcome?

2018 ◽  
Vol 129 (2) ◽  
pp. 282-289 ◽  
Author(s):  
Susan R. Durham ◽  
Katelyn Donaldson ◽  
M. Sean Grady ◽  
Deborah L. Benzil
Keyword(s):  
Medical School ◽  
San Francisco ◽  
Female Gender ◽  
Application Process ◽  
Significant Difference ◽  
Successful Match ◽  
Usmle Step 1 ◽  
Usmle Step ◽  
Underrepresentation Of Women ◽  
Residency Application

OBJECTIVEWith nearly half of graduating US medical students being female, it is imperative to understand why females typically make up less than 20% of the neurosurgery applicant pool, a number that has changed very slowly over the past several decades. Organized neurosurgery has strongly indicated the desire to overcome the underrepresentation of women, and it is critical to explore whether females are at a disadvantage during the residency application process, one of the first steps in a neurosurgical career. To date, there are no published studies on specific applicant characteristics, including gender, that are associated with match outcome among neurosurgery resident applicants. The purpose of this study is to determine which characteristics of neurosurgery residency applicants, including gender, are associated with a successful match outcome.METHODSDe-identified neurosurgical resident applicant data obtained from the San Francisco Fellowship and Residency Matching Service for the years 1990–2007 were analyzed. Applicant characteristics including gender, medical school attended, year of application, United States Medical Licensing Exam (USMLE) Step 1 score, Alpha Omega Alpha (AOA) status, and match outcome were available for study.RESULTSOf the total 3426 applicants studied, 473 (13.8%) applicants were female and 2953 (86.2%) were male. Two thousand four hundred forty-eight (71.5%) applicants successfully matched. USMLE Step 1 score was the strongest predictor of match outcome with scores > 245 having an OR of 20.84 (95% CI 10.31–42.12) compared with those scoring < 215. The mean USMLE Step 1 score for applicants who successfully matched was 233.2 and was 210.8 for those applicants who did not match (p < 0.001). Medical school rank was also associated with match outcome (p < 0.001). AOA status was not significantly associated with match outcome. Female gender was associated with significantly lower odds of matching in both simple (OR 0.59, 95% CI 0.48–0.72) and multivariate analyses (OR 0.57, 95% CI 0.34–0.94 CI). USMLE Step 1 scores were significantly lower for females compared to males with a mean score of 230.1 for males and 221.5 for females (p < 0.001). There was no significant difference in medical school ranking or AOA status when stratified by applicant gender.CONCLUSIONSThe limited historical applicant data from 1990–2007 suggests that USMLE Step 1 score is the best predictor of match outcome, although applicant gender may also play a role.

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 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 Using Multiple Choice Questions Written at Various Bloom's Taxonomy Levels to Evaluate Student Performance across a Therapeutics Sequence

2011 ◽  
Vol 2 (2) ◽  
Author(s):  
Amy M. Tiemeier ◽  
Zachary A. Stacy ◽  
John M. Burke
Keyword(s):  
Student Performance ◽  
Multiple Choice ◽  
Bloom's Taxonomy ◽  
Pharmacy Students ◽  
Original Research ◽  
Multiple Choice Questions ◽  
Bloom’S Taxonomy ◽  
Significant Difference ◽  
Cognitive Levels ◽  
Specific Number

Objective: To evaluate the results of a prospectively developed plan for using multiple choice questions (MCQs) developed at defined Bloom's levels to assess student performance across a Therapeutics sequence. Methods: Faculty were prospectively instructed to prepare a specific number of MCQs for exams in a Therapeutics sequence. Questions were distributed into one of three cognitive levels based on a modified Bloom's taxonomy, including recall, application, and analysis. Student performance on MCQs was compared between and within each Bloom's level throughout the Therapeutics sequence. In addition, correlations between MCQ performance and case performance were assessed. Results:A total of 168 pharmacy students were prospectively followed in a Therapeutics sequence over two years. The overall average MCQ score on 10 exams was 68.8%. A significant difference in student performance was observed between recall, application, and analysis domain averages (73.1%, 70.2% and 60.1%; p Conclusions: As students progress through the curriculum, faculty may need to find ways to promote recall knowledge for more advanced topics while continuing to develop their ability to apply and analyze information. Exams with well-designed MCQs that prospectively target various cognitive levels can facilitate assessment of student performance.   Type: Original Research

scholarly journals Enhancing the impact of quality points in interteaching

2014 ◽  
pp. 1-11 ◽  
Author(s):  
Rocío Rosales ◽  
James L. Soldner ◽  
William Crimando
Keyword(s):  
Student Performance ◽  
Alternating Treatments Design ◽  
Significant Difference ◽  
Exam Scores ◽  
The Impact ◽  
Prior Analysis

In prior analysis of interteaching with a quality points contingency no significant difference was reported in student exam scores when quality points were made available. In the present study, we employed an alternating treatments design to compare student performance on post-discussion quizzes when a quality points contingency was alternated across class sessions and feedback on quiz performance was provided immediately following the submission of each quiz. Results indicate average quiz performance was slightly higher following class sessions with the quality points contingency.  

Rethinking Bloom's Taxonomy

2015 ◽  
pp. 86-103 ◽  
Author(s):  
Caroline M. Crawford ◽  
Marion S. Smith
Keyword(s):  
Implicit Memory ◽  
Cognitive Vulnerability ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Cognitive Domain ◽  
Higher Order Thinking Skills ◽  
Bloom’S Taxonomy ◽  
The Impact ◽  
Different Levels

Implicit cognition is an intriguing area of focus when one considers the impact of implicit memory theories upon each learner's cognitive vulnerability when framed through Bloom's Taxonomy of the Cognitive Domain. Specifically, consider the learner's cognitive understanding and movement from the lower order thinking skills, say from the Knowledge realm and Comprehension realm, towards the higher order thinking skills, Synthesis realm and Evaluation realm, or one of the revised domains to reflect Digital Age expectations. Although much is available on the different levels of cognitive achievement, the “in between” leaps in a learner's ability to work with the information in new and different manners may suggest that the cognitive vulnerability may impact the learner's implicit memory and the learner's movement between different taxonomic levels of informational understanding.

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

Investigating the Impact of Gamification in Children Using GSR

2022 ◽  
pp. 23-57
Author(s):  
Sonali Rani Sahansra ◽  
Anshu Sharma
Keyword(s):  
Student Performance ◽  
Traditional Learning ◽  
Age Group ◽  
Game Based Learning ◽  
School Students ◽  
Learning Groups ◽  
Significant Difference ◽  
Game Intervention ◽  
Different Dimensions ◽  
The Impact

This study aimed to investigate the impact of game-based learning on student performance. For this reason, an empirical study was conducted which comprises the comparison of traditional learning and game-based learning. The participants were lower primary school students of age group 6-8 years. GSR NUL-217 logger sensor was used to record the physiological signals of each participant in real time. An Android-based game intervention named “KidsZoneApp” was developed which included mathematics and English lesson plans according to the student's curriculum. The collected log data was used to calculate the changes in different dimensions of completing the task. ANOVA yielded a very significant difference between game-based learning and traditional learning groups. Overall, the results showed that game-based learning contributed to increased students' performance levels. Significantly, students under game-based learning completed the task in lesser time as compared to traditional learning.

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
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