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Usmle step 2

Jacqueline L Gauer, Josephine M Wolff, J Brooks Jackson
INTRODUCTION: The purpose of this study was to determine the associations and predictive values of Medical College Admission Test (MCAT) component and composite scores prior to 2015 with U.S. Medical Licensure Exam (USMLE) Step 1 and Step 2 Clinical Knowledge (CK) scores, with a focus on whether students scoring low on the MCAT were particularly likely to continue to score low on the USMLE exams. METHOD: Multiple linear regression, correlation, and chi-square analyses were performed to determine the relationship between MCAT component and composite scores and USMLE Step 1 and Step 2 CK scores from five graduating classes (2011-2015) at the University of Minnesota Medical School (N=1,065)...
2016: Medical Education Online
Patrick Bonasso, Brandon Lucke-Wold, Zebula Reed, John Bozek, Scott Cottrell
BACKGROUND: The USMLE Step 1 score helps differentiate applicants for competitive residency programs. Students frequently ask medical educators how to prepare for this high-stakes exam. Multiple resources exist such as books, training programs, and question banks. The purpose of this study is to provide medical educators with data on which resources correlate with higher exam scores. METHODS: 164 medical students at West Virginia University School of Medicine were given a survey following the completion of Step 1...
2015: MedEdPublish
Jeanne M Sandella, John R Gimpel, Larissa L Smith, John R Boulet
BACKGROUND: 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. OBJECTIVE: 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...
July 2016: Journal of Graduate Medical Education
Julie M Celebi, Cathina T Nguyen, Amelia L Sattler, Michael B Stevens, Steven Y Lin
INTRODUCTION: It is generally believed that residency programs offering scholarly tracks attract higher quality applicants, although there is little evidence of this in the literature. We explored the impact of a clinician-educator track on the quality of applicants to our residency program by comparing the volume and characteristics of applicants before (2008-2011) and after (2012-2015) the track was introduced. METHODS: The total number of applications received was compared between the pre-track and post-track years...
June 16, 2016: Education for Primary Care
Julie A Joseph, Chris M Terry, Eva J Waller, Andrey V Bortsov, David A Zvara, David C Mayer, Susan M Martinelli
BACKGROUND: Anesthesiology resident physicians across the United States complete an annual in-training examination (ITE). The ITE evaluates resident knowledge and provides personalized feedback to guide future study in low scoring sections(1). Performance on the ITE correlates with outcomes on the American Board of Anesthesiology (ABA) written board examination(2). Over the last several years, declining ITE scores were observed at the University of North Carolina (UNC). In response to this decline, our department reprioritized the ITE by instituting an academic improvement policy (AIP)...
January 2014: Journal of Education in Perioperative Medicine: JEPM
J Mason DePasse, Mark A Palumbo, Craig P Eberson, Alan H Daniels
BACKGROUND: Based on a relatively stable match rate, several authors have concluded that the competition for orthopaedic residency positions has not changed over the past 3 decades. However, the objective measures of applicant competitiveness have not been quantified in detail. METHODS: National Resident Matching Program (NRMP) data from 2007 to 2014 for U.S. orthopaedic surgery applicants were compared with data for applicants to all specialties. Trends in the United Stated Medical Licensing Examination (USMLE) Step-1 and Step-2 scores, publications and research experiences, Alpha Omega Alpha (AOA) status, and the presence of an advanced degree are reported...
May 4, 2016: Journal of Bone and Joint Surgery. American Volume
Tiffany N Kimbrough, Victor Heh, N Romesh Wijesooriya, Michael S Ryan
OBJECTIVE: To determine the association between family-centered rounds (FCR) and medical student knowledge acquisition as assessed by the National Board of Medical Examiners (NBME) pediatric subject (shelf) exam. METHODS: A retrospective cohort study was conducted of third-year medical students who graduated from Virginia Commonwealth University School of Medicine between 2009 and 2014. This timeframe represented the transition from 'traditional' rounds to FCR on the pediatric inpatient unit...
2016: Medical Education Online
Matthew D Alvin
The United States Medical Licensing Examination (USMLE(®)) Steps are a series of mandatory licensing assessments for all allopathic (MD degree) medical students in their transition from student to intern to resident physician. Steps 1, 2 Clinical Knowledge (CK), and 3 are daylong multiple-choice exams that quantify a medical student's basic science and clinical knowledge as well as their application of that knowledge using a three-digit score. In doing so, these Steps provide a standardized assessment that residency programs use to differentiate applicants and evaluate their competitiveness...
August 2016: Medical Teacher
Ilyssa J Yousem, Li Liu, Nafi Aygun, David M Yousem
PURPOSE: Many neuroradiology programs use United States Medical Licensing Examination (USMLE) scores to assess fellowship candidates. The authors hypothesized that because they are taken several years before fellowship, USMLE scores would correlate poorly with success in fellowship training as measured by faculty evaluations. METHODS: USMLE scores from 10 years of neuroradiology fellows (n = 73) were compared with their cumulative mean E*Value scores from their fellowship years and their best-to-worst rankings within their fellowship years...
April 2016: Journal of the American College of Radiology: JACR
Luan E Lawson, Davis Musick, Kori Brewer
INTRODUCTION: Assessment of medical students' knowledge in clinical settings is complex yet essential to the learning process. Clinical clerkships use various types of written examinations to objectively test medical knowledge within a given discipline. Within emergency medicine (EM), a new national standardized exam was developed to test medical knowledge in this specialty. Evaluation of the psychometric properties of a new examination is an important issue to address during test development and use...
December 2015: Western Journal of Emergency Medicine
Yoon Soo Park, Abbas Hyderi, Georges Bordage, Kuan Xing, Rachel Yudkowsky
Recent changes to the patient note (PN) format of the United States Medical Licensing Examination have challenged medical schools to improve the instruction and assessment of students taking the Step-2 clinical skills examination. The purpose of this study was to gather validity evidence regarding response process and internal structure, focusing on inter-rater reliability and generalizability, to determine whether a locally-developed PN scoring rubric and scoring guidelines could yield reproducible PN scores...
October 2016: Advances in Health Sciences Education: Theory and Practice
Katherine Hiller, Doug Franzen, Corey Heitz, Matthew Emery, Stacy Poznanski
INTRODUCTION: There is great variation in the knowledge base of Emergency Medicine (EM) interns in July. The first objective knowledge assessment during residency does not occur until eight months later, in February, when the American Board of EM (ABEM) administers the in-training examination (ITE). In 2013, the National Board of Medical Examiners (NBME) released the EM Advanced Clinical Examination (EM-ACE), an assessment intended for fourth-year medical students. Administration of the EM-ACE to interns at the start of residency may provide an earlier opportunity to assess the new EM residents' knowledge base...
November 2015: Western Journal of Emergency Medicine
Steven Specter, Marc J Kahn, Cathy Lazarus, Michael Prislin, Jeffrey G Wong, Joseph O'Donnell, Wayne T McCormack, Michael G Kavan, Ana Maria Lopez, Alice House
BACKGROUND AND OBJECTIVES: This study examines relationships among election to the Gold Humanism Honor Society (GHHS) and election to Alpha Omega Alpha (AOA), class rank, and residency selection to determine if GHHS members are more likely to select primary care residencies than students not elected to GHHS membership. METHODS: We evaluated five graduating classes (2006--2010) at 10 medical schools (n=5,481 students). Residency selections were grouped into primary care (family medicine, internal medicine, pediatrics, OB-GYN), surgery (including surgical specialties), or E-ROAD and other (including lifestyle practices-emergency medicine, radiology, ophthalmology, anesthesiology, and dermatology plus all other specialties, eg, neurology, pathology)...
November 2015: Family Medicine
Rachel Yudkowsky, Yoon Soo Park, Abbas Hyderi, Georges Bordage
BACKGROUND: To determine the psychometric characteristics of diagnostic justification scores based on the patient note format of the United States Medical Licensing Examination Step 2 Clinical Skills exam, which requires students to document history and physical findings, differential diagnoses, diagnostic justification, and plan for immediate workup. METHOD: End-of-third-year medical students at one institution wrote notes for five standardized patient cases in May 2013 (n = 180) and 2014 (n = 177)...
November 2015: Academic Medicine: Journal of the Association of American Medical Colleges
Monica M Cuddy, Marcia L Winward, Mary M Johnston, Rebecca S Lipner, Brian E Clauser
PURPOSE: To add to the small body of validity research addressing whether scores from performance assessments of clinical skills are related to performance in supervised patient settings, the authors examined relationships between United States Medical Licensing Examination (USMLE) Step 2 Clinical Skills (CS) data gathering and data interpretation scores and subsequent performance in history taking and physical examination in internal medicine residency training. METHOD: The sample included 6,306 examinees from 238 internal medicine residency programs who completed Step 2 CS for the first time in 2005 and whose performance ratings from their first year of residency training were available...
January 2016: Academic Medicine: Journal of the Association of American Medical Colleges
Cindy G Arvidson, Wrenetta D Green, Renoulte Allen, Christopher Reznich, Brian Mavis, Janet R Osuch, Wanda Lipscomb, John O'Donnell, Patricia Brewer
PURPOSE: Many students in the Michigan State University College of Human Medicine (CHM) are non-traditional with unique needs and experiences. To meet these needs, in 1988 CHM developed a structured Extended Curriculum Program (ECP), which allows students to take longer than 2 years to complete the preclinical curriculum. This work examined the reasons why students extended their programs, their perceptions of that experience, and the outcome with respect to satisfaction and success in their careers after graduation...
2015: Medical Education Online
Ming Lee, Paul F Wimmers
Although problem-based learning (PBL) has been widely used in medical schools, few studies have attended to the assessment of PBL processes using validated instruments. This study examined reliability and validity for an instrument assessing PBL performance in four domains: Problem Solving, Use of Information, Group Process, and Professionalism. Two cohorts of medical students (N = 310) participated in the study, with 2 years of PBL evaluation data extracted from archive rated by a total of 158 faculty raters...
May 2016: Advances in Health Sciences Education: Theory and Practice
G Michael Bixler, Amy Brown, David Way, Cynthia Ledford, John D Mahan
OBJECTIVE: To test the hypothesis that small group concept mapping of 4 core neonatal topics as part of a fourth-year allopathic medical student elective would improve critical thinking (CT) as measured by the California Critical Thinking Skills Test (CCTST). To describe any correlations between scores on the CCTST and the step 1 and step 2 Clinical Knowledge parts of the United States Medical Licensing Exam. METHODS: Twenty-seven students participated in this pilot study during a 1-month elective...
August 2015: Clinical Pediatrics
Jonathan M Dort, Amber W Trickey, Kara J Kallies, Amit R T Joshi, Richard A Sidwell, Benjamin T Jarman
OBJECTIVES: This study evaluated characteristics of applicants selected for interview and ranked by independent general surgery residency programs and assessed independent program application volumes, interview selection, rank list formation, and match success. DESIGN: Demographic and academic information was analyzed for 2014-2015 applicants. Applicant characteristics were compared by ranking status using univariate and multivariable statistical techniques. Characteristics independently associated with whether or not an applicant was ranked were identified using multivariable logistic regression modeling with backward stepwise variable selection and cluster-correlated robust variance estimates to account for correlations among individuals who applied to multiple programs...
November 2015: Journal of Surgical Education
Roger H Kim, Timothy Gilbert
BACKGROUND: The learning style preferences of general surgery residents have been previously reported; there is evidence that residents who prefer read/write learning styles perform better on the American Board of Surgery In-Training Examination (ABSITE). However, little is known regarding the learning style preferences of applicants to general surgery residency and their impact on educational outcomes. In this study, the preferred learning styles of surgical residency applicants were determined...
September 2015: Journal of Surgical Research
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