Investigating the Impact of Preparation Strategies on USMLE Step 1 Performance

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.

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A Multilevel Analysis of Examinee Gender and USMLE Step 1 Performance

Academic Medicine ◽

10.1097/acm.0b013e318183cd65 ◽

2008 ◽

Vol 83 (Supplement) ◽

pp. S58-S62 ◽

Cited By ~ 34

Author(s):

Monica M. Cuddy ◽

David B. Swanson ◽

Brian E. Clauser

Keyword(s):

Multilevel Analysis ◽

Usmle Step 1 ◽

Usmle Step ◽

Usmle Step 1 Performance

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

Academic Medicine ◽

10.1097/acm.0b013e3181ed1cb9 ◽

2010 ◽

Vol 85 ◽

pp. S45-S48 ◽

Cited By ~ 12

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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Ophthalmology Program Director Perspectives of Scoring Step 1 Pass/Fail

Journal of Academic Ophthalmology ◽

10.1055/s-0040-1718568 ◽

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.

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Positive impact of a master of science in applied anatomy program on USMLE Step 1 performance

Anatomical Sciences Education ◽

10.1002/ase.1455 ◽

2014 ◽

Vol 8 (1) ◽

pp. 31-36 ◽

Cited By ~ 5

Author(s):

John R. Fredieu ◽

Clint W. Snyder

Keyword(s):

Positive Impact ◽

Master Of Science ◽

Applied Anatomy ◽

Usmle Step 1 ◽

Usmle Step ◽

Usmle Step 1 Performance

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

Journal of Graduate Medical Education ◽

10.4300/jgme-d-09-00020.1 ◽

2010 ◽

Vol 2 (3) ◽

pp. 316-321 ◽

Cited By ~ 43

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.

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