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Usmle step 2 ck

Ting Dong, Annesley Copeland, Matthew Gangidine, Deanna Schreiber-Gregory, E Matthew Ritter, Steven J Durning
PURPOSE: We conducted an in-depth empirical investigation to achieve a better understanding of the surgery clerkship from multiple perspectives, including the influence of clerkship sequence on performance, the relationship between self-logged work hours and performance, as well as the association between surgery clerkship performance with subsequent USMLE Step exams' scores. METHOD: The study cohort consisted of medical students graduating between 2015 and 2018 (n = 687)...
March 12, 2018: Journal of Surgical Education
Sherif Abdel-Misih, Nicole Verbeck, Curtis Walker, Wanjiku Musindi, Katherine Strafford, Lori Meyers, Kimberly Tartaglia, Alan Harzman
BACKGROUND: In 2012, the Ohio State University College of Medicine (OSUCOM) implemented a new undergraduate medical curriculum. We compare outcomes of a third year traditional clerkship format to a combined Surgery and Obstetrics/Gynecology 'ring'. METHODS: Performance outcomes of 4 consecutive classes were compared between pre- (2014, 2015) and post-curricular revision (2016, 2017). RESULTS: Three hundred ninety-one students consented use of their educational data for research...
February 16, 2018: American Journal of Surgery
Seungjun Kim, Paul George
BACKGROUND AND OBJECTIVES: Pass/fail preclinical grading is associated with improved student well-being. Studies do not demonstrate differences in United States Medical Licensing Examination (USMLE) scores after adopting pass/fail grading, but were conducted at unrepresentative, highly selective institutions, and average scores increased overall during the study periods. We investigated the effect of preclinical grading on USMLE scores across 96 US medical schools. METHODS: Preclinical grading systems were identified with the 2017 Association of American Medical Colleges Medical School Admissions Requirements...
February 2018: Family Medicine
Ming Lee, Michelle Vermillion
BACKGROUND: Multiple undergraduate achievements have been used for graduate admission consideration. Their relative values in the prediction of residency performance are not clear. This study compared the contributions of major undergraduate assessments to the prediction of internship performance. METHODS: Internship performance ratings of the graduates of a medical school were collected from 2012 to 2015. Hierarchical multiple regression analyses were used to examine the predictive values of undergraduate measures assessing basic and clinical sciences knowledge and clinical performances, after controlling for differences in the Medical College Admission Test (MCAT)...
February 1, 2018: Medical Teacher
Jacqueline L Gauer, J Brooks Jackson
BACKGROUND: For future physicians, residency programs offer necessary extended training in specific medical specialties. Medical schools benefit from an understanding of factors that lead their students to match into certain residency specialties. One such factor, often used during the residency application process, is scores on the USA Medical Licensing Exam (USMLE). OBJECTIVES: To determine the relationship between USMLE Step 1 and Step 2 Clinical Knowledge (CK) scores and students' residency specialty match, and the association between both USMLE scores and state of legal residency (Minnesota) at the time of admission with students staying in-state or leaving the state for residency program...
2017: Medical Education Online
Kristina A Monteiro, Paul George, Richard Dollase, Luba Dumenco
The use of multiple academic indicators to identify students at risk of experiencing difficulty completing licensure requirements provides an opportunity to increase support services prior to high-stakes licensure examinations, including the United States Medical Licensure Examination (USMLE) Step 2 clinical knowledge (CK). Step 2 CK is becoming increasingly important in decision-making by residency directors because of increasing undergraduate medical enrollment and limited available residency vacancies. We created and validated a regression equation to predict students' Step 2 CK scores from previous academic indicators to identify students at risk, with sufficient time to intervene with additional support services as necessary...
2017: Advances in Medical Education and Practice
Monica M Cuddy, Aaron Young, Andrew Gelman, David B Swanson, David A Johnson, Gerard F Dillon, Brian E Clauser
PURPOSE: Physicians must pass the United States Medical Licensing Examination (USMLE) to obtain an unrestricted license to practice allopathic medicine in the United States. Little is known, however, about how well USMLE performance relates to physician behavior in practice, particularly conduct inconsistent with safe, effective patient care. The authors examined the extent to which USMLE scores relate to the odds of receiving a disciplinary action from a U.S. state medical board. METHOD: Controlling for multiple factors, the authors used non-nested multilevel logistic regression analyses to estimate the relationships between scores and receiving an action...
December 2017: Academic Medicine: Journal of the Association of American Medical Colleges
Elie Harmouche, Nikhil Goyal, Ashley Pinawin, Jumana Nagarwala, Rahul Bhat
INTRODUCTION: There are no existing data on whether performance on the United States Medical Licensing Examination (USMLE) predicts success in American Board of Emergency Medicine (ABEM) certification. The aim of this study was to determine the presence of any association between USMLE scores and first-time success on the ABEM qualifying and oral certification examinations. METHODS: We retrospectively collected USMLE Step 1, Step 2 Clinical Knowledge (CK) scores and pass/fail results from the first attempt at ABEM qualifying and oral examinations from residents graduating between 2009 and 2011 from nine EM programs...
April 2017: Western Journal of Emergency Medicine
Francesco M Egro, Ololade T Saliu, Foad Nahai, Vu T Nguyen
Background: Desirable candidate characteristics for aesthetic surgery fellowship applicants remain unknown because of a lack of data in the literature. Objectives: This study aims to identify the criteria used to select applicants for aesthetic surgery fellowship in the United States. Methods: A 38-question survey was sent in April 2015 to all directors of fellowships endorsed by the American Society for Aesthetic Plastic Surgery (n = 20) in the United States...
September 1, 2017: Aesthetic Surgery Journal
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
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...
November 2016: Education for Primary Care
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
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
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
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
Cynthia A Searcy, Keith W Dowd, Michael G Hughes, Sean Baldwin, Trey Pigg
IMPORTANCE: Individuals with documented disabilities may receive accommodations on the Medical College Admission Test (MCAT). Whether such accommodations are associated with MCAT scores, medical school admission, and medical school performance is unclear. OBJECTIVE: To determine the comparability of MCAT scores obtained with standard vs extra administration time with respect to likelihood of acceptance to medical school and future medical student performance. DESIGN, SETTING, AND PARTICIPANTS: Retrospective cohort study of applicants to US medical schools for the 2011-2013 entering classes who reported MCAT scores obtained with standard time (n = 133,962) vs extra time (n = 435), and of students who matriculated in US medical schools from 2000-2004 who reported MCAT scores obtained with standard time (n = 76,262) vs extra time (n = 449)...
June 9, 2015: JAMA: the Journal of the American Medical Association
Robyn Latessa, Norma Beaty, Kenneth Royal, Gaye Colvin, Donald E Pathman, Jeffery Heck
BACKGROUND: Longitudinal integrated clerkships (LICs) receive recognition internationally as effective, innovative alternatives to traditional block rotations (TBRs) in undergraduate medical education. No studies of LICs in the USA have assessed how students perform on all the standardized exams. AIM: To compare performance on standardized tests of students in the first four years of LICs at the University of North Carolina School of Medicine-Asheville (UNC SOM-Asheville) with students from UNC SOM's Chapel Hill main campus in TBRs...
2015: Medical Teacher
Carol A Morrison, Linette P Ross, Laurel Sample, Aggie Butler
BACKGROUND: The Comprehensive Clinical Science Self-Assessment (CCSSA) is a web-administered multiple-choice examination that includes content that is typically covered during the core clinical clerkships in medical school. Because the content of CCSSA items resembles the content of the items on Step 2 Clinical Knowledge (CK), CCSSA is intended to be a tool for students to help assess whether they are prepared for Step 2 CK and to become familiar with its content, format, and pacing. PURPOSES: This study examined the relationship between performance on the National Board of Medical Examiners® CCSSA and performance on the United States Medical Licensing Examination® Step 2 CK for U...
2014: Teaching and Learning in Medicine
Brian J Miller, Sandra Sexson, Stewart Shevitz, Dale Peeples, Scott Van Sant, W Vaughn McCall
OBJECTIVE: This study explores relationships between US Medical Licensing Examination (USMLE) and Psychiatry Resident In-Training Examination (PRITE) scores over a 10-year period at a university-affiliated program. METHODS: For all MD general psychiatry residents who matriculated from 2003 to 2012 (n = 51), we extracted three-digit first-attempt and passing USMLE Step 1 and Step 2 clinical knowledge (CK) scores and PRITE percentile scores, stratified by global psychiatry and neurology scores, for postgraduate year (PGY)-1, 2, 3, and 4...
October 2014: Academic Psychiatry
David Wilkinson, Jennifer Schafer, David Hewett, Diann Eley, Dave Swanson
OBJECTIVE: To report pilot results for international benchmarking of learning outcomes among 426 final year medical students at the University of Queensland (UQ), Australia. METHODS: Students took the International Foundations of Medicine (IFOM) Clinical Sciences Exam (CSE) developed by the National Board of Medical Examiners, USA, as a required formative assessment. IFOM CSE comprises 160 multiple-choice questions in medicine, surgery, obstetrics, paediatrics and mental health, taken over 4...
January 2014: Medical Teacher
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