Relationship between Locus of Control and Performance on the National Board of Medical Examiners, Part I, among Black Medical Students

1993 ◽  
Vol 72 (3_suppl) ◽  
pp. 1171-1177 ◽  
Author(s):  
Carmen T. Webb ◽  
Fredericka E. Waugh ◽  
James D. Herbert
Keyword(s):  
Locus Of Control ◽  
Medical Students ◽  
Test Performance ◽  
Personality Variable ◽  
National Board ◽  
Medical College ◽  
Fourth Year Medical Students ◽  
And Performance ◽  
Nonacademic Factors ◽  
Medical Examiners

Several investigators have recently suggested that nonacademic factors may be particularly important in the performance of minority medical students. This study examined the relationship between the personality variable of locus of control and black medical students' performance on the National Board of Medical Examiners I. Subjects included 50 third- and fourth-year medical students of African-American, Caribbean, and African backgrounds from 4 medical schools. An internal locus of control was correlated with test performance, whereas the more traditional index of the Medical College Admissions Test was not. Implications of these results for the preparation, admission, and training of black medical students are discussed.

Why should the first be last? “seasonal” variations in the National Board of Medical Examiners (NBME) Subject Examination Program for medical students in surgery

2003 ◽  
Vol 60 (1) ◽  
pp. 69-72 ◽  
Author(s):  
Warren D Widmann ◽  
Tsvi Aranoff ◽  
Benjamin R Fleischer ◽  
Doris Leddy ◽  
Mahmoud El-Tamer
Keyword(s):  
Medical Students ◽  
Seasonal Variations ◽  
National Board ◽  
Subject Examination ◽  
Medical Examiners

scholarly journals Identifying Students at Risk of Failing the USMLE Step 2 Clinical Skills Examination

2019 ◽  
Vol 51 (6) ◽  
pp. 483-499
Author(s):  
Susan Rosenthal ◽  
Stefani Russo ◽  
Katherine Berg ◽  
Joseph Majdan ◽  
Jennifer Wilson ◽  
...  
Keyword(s):  
Student Performance ◽  
Performance Metrics ◽  
Clinical Skills ◽  
Students At Risk ◽  
National Board ◽  
Medical College ◽  
Subject Examination ◽  
Medical Licensing ◽  
Faculty Ratings ◽  
Medical Examiners

Background and Objectives: New standards announced in 2017 could increase the failure rate for Step 2 Clinical Skills (CS). The purpose of this study was to identify student performance metrics associated with risk of failing. Methods: Data for 1,041 graduates of one medical school from 2014 through 2017 were analyzed, including 30 (2.9%) failures. Metrics included Medical College Admission Test, United States Medical Licensing Examination Step 1, and clerkship National Board of Medical Examiners (NBME) Subject Examination scores; faculty ratings in six clerkships; and scores on an objective structured clinical examination (OSCE). Bivariate statistics and regression were used to estimate risk of failing. Results: Those failing had lower Step 1 scores, NBME scores, faculty ratings, and OSCE scores (P<.02). Students with four or more low ratings were more likely to fail compared to those with fewer low ratings (relative risk [RR], 12.76, P<.0001). Logistic regression revealed other risks: low surgery NBME scores (RR 3.75, P=.02), low pediatrics NBME scores (RR 3.67, P=.02), low ratings in internal medicine (RR 3.42, P=.004), and low OSCE Communication/Interpersonal Skills (RR 2.55, P=.02). Conclusions: Certain medical student performance metrics are associated with risk of failing Step 2 CS. It is important to clarify these and advise students accordingly.

A structured teaching curriculum for medical students improves their performance on the National Board of Medical Examiners shelf examination in surgery

2015 ◽  
Vol 209 (4) ◽  
pp. 765-770 ◽  
Author(s):  
Keith Wirth ◽  
Bethany Malone ◽  
Christopher Turner ◽  
Robert Schulze ◽  
Warren Widmann ◽  
...  
Keyword(s):  
Medical Students ◽  
National Board ◽  
Structured Teaching ◽  
Teaching Curriculum ◽  
Medical Examiners

scholarly journals Predictive value of grade point average (GPA), Medical College Admission Test (MCAT), internal examinations (Block) and National Board of Medical Examiners (NBME) scores on Medical Council of Canada qualifying examination part I (MCCQE-1) scores

2016 ◽  
Vol 7 (1) ◽  
pp. e47-e56 ◽  
Author(s):  
Banibrata Roy ◽  
Kyle Perry ◽  
Ira Ripstein ◽  
Barry Cohen
Keyword(s):  
Linear Regression ◽  
Grade Point Average ◽  
College Admission ◽  
Medical College Admission Test ◽  
Medical Council ◽  
Grade Point ◽  
National Board ◽  
Medical College ◽  
Admission Test ◽  
Medical Examiners

Background: To determine whether the pre-medical Grade Point Average (GPA), Medical College Admission Test (MCAT), Internal examinations (Block) and National Board of Medical Examiners (NBME) scores are correlated with and predict the Medical Council of Canada Qualifying Examination Part I (MCCQE-1) scores.Methods: Data from 392 admitted students in the graduating classes of 2010-2013 at University of Manitoba (UofM), College of Medicine was considered. Pearson’s correlation to assess the strength of the relationship, multiple linear regression to estimate MCCQE-1 score and stepwise linear regression to investigate the amount of variance were employed.Results: Complete data from 367 (94%) students were studied. The MCCQE-1 had a moderate-to-large positive correlation with NBME scores and Block scores but a low correlation with GPA and MCAT scores. The multiple linear regression model gives a good estimate of the MCCQE-1 (R2 =0.604). Stepwise regression analysis demonstrated that 59.2% of the variation in the MCCQE-1 was accounted for by the NBME, but only 1.9% by the Block exams, and negligible variation came from the GPA and the MCAT.Conclusions: Amongst all the examinations used at UofM, the NBME is most closely correlated with MCCQE-1.

scholarly journals Medical Student Education During COVID-19: Electronic Education Does Not Decrease Examination Scores

2020 ◽  
pp. 000313482098319
Author(s):  
Joshua P. Kronenfeld ◽  
Emily L. Ryon ◽  
Daniel S. Kronenfeld ◽  
Vanessa W. Hui ◽  
Steven E. Rodgers ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical Student Education ◽  
Oral Examination ◽  
Suitable Alternative ◽  
National Board ◽  
Oral Examinations ◽  
Objective Outcomes ◽  
Medical Examiners ◽  
Electronic Content ◽  
Electronic Education

Background During the COVID-19 emergency, medical students were mandated to remain home, creating challenges to providing education remotely for third-year clinical rotations. This study aims to assess student reception and investigate objective outcomes to determine if online learning is a suitable alternative. Methods Medical students enrolled in the third-year surgical clerkship during COVID-19 were asked to participate in a survey. 19 of 27 (70%) students participated. Content, faculty-led lectures, and resident-led problem-based learning (PBL) sessions were assessed using a ten-point Likert scale. National Board of Medical Examiners (NBME) examination, weekly quiz, and oral examination scores were compared to previous years. Student t-tests compared the groups. Results The median age was 25 years. Comparing in-person to electronic sessions, there was no difference in effectiveness of faculty sessions preparing students for NBME (6.2 vs. 6.7, P = .46) or oral examinations (6.4 vs. 6.8, P = .58); there was also no difference in resident-led PBL sessions preparing students for NBME (7.2 vs. 7.2, P = .92) or oral examinations (7.4 vs. 7.6, P = .74). Comparing this group to students from the previous academic year, there was no difference in weekly quiz (85.3 vs. 87.8, P = .13), oral examination (89.8 vs. 93.9, P = .07), or NBME examination (75.3 vs. 77.4, P = .33) scores. Discussion Surgical medical didactic education can effectively be conducted remotely through faculty-led lectures and resident-led PBL sessions. Students did not have a preference between in-person and electronic content in preparation for examinations. As scores did not change, electronic education may be adequate for preparing students for examinations in times of crisis such as COVID-19.

scholarly journals Exploring Preparation for the USMLE Step 2 Exams to Inform Best Practices

PRiMER ◽  
2021 ◽  
Vol 5 ◽  
Author(s):  
Eron Drake ◽  
Julie P. Phillips ◽  
Iris Kovar-Gough
Keyword(s):  
Student Performance ◽  
The United States ◽  
Study Strategies ◽  
Hierarchical Regression ◽  
National Board ◽  
Usmle Step 1 ◽  
Usmle Step ◽  
And Performance ◽  
Medical Examiners ◽  
Practice Questions

Introduction: The United States Medical Licensing Examination (USMLE) Step 1 will transition to a pass-fail format in 2022. This is likely to result in an increased focus on Step 2 Clinical Knowledge (CK) scores. Thus, academic advisors must provide evidence-based guidance for preparing students. While prior research has examined the utility of academic indicators to predict student performance on the USMLE exams, no significant scholarly effort has described or evaluated students' study approaches. The research study's goal was to understand what strategies and resources students utilized when preparing for the Step 2 CK exam and investigate the relationship(s) between these approaches and performance. Methods: Students at a single US medical school were surveyed about their Step 2 CK preparation. We analyzed self-reported exam preparation strategies and the use of specific resources to determine their relationship with Step 2 CK score. Results: Student performance on Step 2 CK was correlated with performance on previous exams, including school-specific examinations, National Board of Medical Examiners clerkship shelf exams, and Step 1. Two study strategies were positively correlated with Step 2 CK score in preliminary analyses: completing more working practice questions, and the proportion of a question bank completed. In hierarchical regression, only completing more working questions remained predictive, after controlling for demographic variables and Step 1 performance. Conclusions: Faculty and staff can optimize students' Step 2 CK performance by encouraging them to work through case-based, clinically-focused questions. Further study is needed to describe optimal preparation strategies better.

scholarly journals Stress among Female Medical Students in selected Medical Colleges of Dhaka City in Bangladesh

2017 ◽  
Vol 8 (1) ◽  
pp. 181-184
Author(s):  
Nashid Farzana ◽  
M Shahjahan ◽  
Safia Khatun Nayan
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Female Students ◽  
Academic Environment ◽  
Dhaka City ◽  
College Curriculum ◽  
Stress Scale ◽  
Medical College ◽  
And Performance ◽  
Medical Colleges

Background : Stress is body’s way of responding to any kind of change that requires a physical, mental or emotional adjustment. Medical students_are_subjected to stress by strenuous medical programs, which may have physical and psychological effects on their well-being.Objectives : To determine level of stress among 3rd and 4th year female medical students in selected medical colleges of Dhaka city.Materials and methods : Descriptive, cross sectional study was carried out on the female students of 3rd year and 4th year of Sir Salimullah Medical College and Northern International Medical College located in Dhaka city during January- March 2016. The medical colleges were selected using purposive sampling technique. Sample size was 296 female students and data were collected by self administered semi structured pretested questionnaire. PMSS scale (Perceived Medical School Stress Scale) was used to find out the level of stress among the respondents.Results : From the current study it was found that about 82% female medical students had moderate level of stress according to PMSS (Perceived Medical School Stress Scale), 6% and 12% had high level and low level of stress respectively. Statistically significant association was found between level of stress and medical college curriculum (p=0.000),academic environment (p=0.000), social and recreational life (p=0.000), worries about study and performance (p=0.004), worries about finance p=0.005), worries about accommodation (p=0.000).Conclusion : In this study, stress in different levels were found among all of the female medical students. About 82% female medical students had moderate level of stress according to PMSS (Perceived Medical School Stress Scale). The study also revealed that a statistically significant association between level of stress and medical college curriculum, academic environment ,social and recreational life, worries about study and performance, worries about finance and accommodation.Northern International Medical College Journal Vol.8(1) July 2016: 181-184

scholarly journals Fostering Reciprocity in Global Health Partnerships Through a Structured, Hands-On Experience for Visiting Postgraduate Medical Trainees

2014 ◽  
Vol 6 (2) ◽  
pp. 320-325 ◽  
Author(s):  
Rachel A. Umoren ◽  
Robert M. Einterz ◽  
Debra K. Litzelman ◽  
Ronald K. Pettigrew ◽  
Samuel O. Ayaya ◽  
...  
Keyword(s):  
Global Health ◽  
Culture Shock ◽  
Learning Experiences ◽  
Health Programs ◽  
Indiana University ◽  
National Board ◽  
Hands On ◽  
International Partner ◽  
Fourth Year Medical Students ◽  
Medical Examiners

Abstract Background Global health programs that allow international experiences for US learners should also enable reciprocal learning experiences for international learners, particularly if that is a need identified by the partner institution. Methods A partnership between Indiana University and Moi University, Kenya, has successfully hosted 41 visiting Kenyan internal medicine and pediatrics registrars at Indiana University since 2006. The program's logistics, curriculum, and evaluation are described. Results The registrars rotated through nephrology, cardiology, hematology and oncology, infectious diseases, and intensive care, as well as related ambulatory experiences, functioning on a level comparable to fourth-year medical students. They showed significant improvement in pretest and posttest scores on a standardized National Board of Medical Examiners examination (P  =  .048). International learners experienced culture shock, yet they felt the Indiana University elective was helpful and would recommend it to future participants. Conclusions Global health programs can reciprocate the benefits derived for US students and residents by offering learning experiences to international learners if that is an expressed need from the international partner. Barriers to those experiences can be overcome, and the hands-on, elective experience has the potential to positively affect the knowledge and attitudes of participants as well as the home nation.

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