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Usmle step 2 ck

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
William J Crump, R Steve Fricker, Craig Ziegler, David L Wiegman, Michael L Rowland
PURPOSE: Ten years of data for the rural-based Trover Campus (ULTC) were compared with data for the main campus of the University of Louisville School of Medicine to determine whether educational outcomes were equivalent and whether this method of optimizing the affinity model was effective in placing graduates in rural practice. METHOD: Demographic data and academic measures were compared for 1,391 graduates (60 from ULTC) for 2001-2010. A noninferiority model was developed to compare clinical experiences for each campus cohort...
August 2013: Academic Medicine: Journal of the Association of American Medical Colleges
Monica M Cuddy, David B Swanson, Richard L Drake, Wojciech Pawlina
Anatomy instruction has evolved over the past two decades as many medical schools have undergone various types of curricular reform. To provide empirical evidence about whether or not curricular changes impact the acquisition and retention of anatomy knowledge, this study investigated the effect of variation in gross anatomy course hours, curricular approach (stand-alone versus integrated), and laboratory experience (dissection versus dissection and prosection) on USMLE Steps 1 and 2 Clinical Knowledge (CK) scores...
January 2013: Anatomical Sciences Education
Christopher M Zahn, Aaron Saguil, Anthony R Artino, Ting Dong, Gerald Ming, Jessica T Servey, Erin Balog, Matthew Goldenberg, Steven J Durning
PURPOSE: Determine whether the National Board of Medical Examiners (NBME) Subject Examination performance from six clerkships correlated with United States Medical Licensing Examination (USMLE) Steps 1 and 2 Clinical Knowledge (CK) Examination scores. Also, examine correlations between medical students' preclinical and clinical year mean cumulative grade point average (GPA), subject exam, and USMLE performance. METHOD: The sample consisted of 507 students from the 2008-2010 graduating classes from the authors' medical school...
October 2012: Academic Medicine: Journal of the Association of American Medical Colleges
Catherine E Lewis, Jonathan R Hiatt, Luann Wilkerson, Areti Tillou, Neil H Parker, O Joe Hines
BACKGROUND: Although the primary purpose of the US Medical Licensing Examination (USMLE) is assessment for licensure, USMLE scores often are used for other purposes, more prominently resident selection. The Committee to Evaluate the USMLE Program currently is considering a number of substantial changes, including conversion to pass/fail scoring. METHODS: A survey was administered to third-year (MS3) and fourth-year (MS4) medical students and residents at a single institution to evaluate opinions regarding pass/fail scoring on the USMLE...
March 2011: Journal of Graduate Medical Education
Richard A Feinberg, Kimberly A Swygert, Steven A Haist, Gerard F Dillon, Constance T Murray
BACKGROUND: The United States Medical Licensing Examination® (USMLE®) Step 3® examination is a computer-based examination composed of multiple choice questions (MCQ) and computer-based case simulations (CCS). The CCS portion of Step 3 is unique in that examinees are exposed to interactive patient-care simulations. OBJECTIVE: The purpose of the following study is to investigate whether the type and length of examinees' postgraduate training impacts performance on the CCS component of Step 3, consistent with previous research on overall Step 3 performance...
January 2012: Journal of General Internal Medicine
Aloysius J Humbert, Bart Besinger, Edward J Miech
OBJECTIVES: The Script Concordance Test (SCT) is a new method of assessing clinical reasoning in the face of uncertainty. An SCT item consists of a short clinical vignette followed by an additional piece of information and asks how this new information affects the learner's decision regarding a possible diagnosis, investigational study, or therapy. Scoring is based on the item responses of a panel of experts in the field. This study attempts to provide additional validity evidence in the realm of emergency medicine (EM)...
June 2011: Academic Emergency Medicine: Official Journal of the Society for Academic Emergency Medicine
Marta van Zanten, John R Boulet
PURPOSE: Caribbean-educated physicians play an important role in the United States. The purpose of this study was to investigate medical school development in the Caribbean, concentrating on performance trends of Caribbean-educated physicians over the past decade. METHOD: The study included 26,495 Caribbean-educated students/graduates who took one or more exams leading to Educational Commission for Foreign Medical Graduates (ECFMG) certification between January 1, 2000, and December 31, 2009...
February 2011: Academic Medicine: Journal of the Association of American Medical Colleges
D B Swanson, K Z Holtzman, A Butler, M M Langer, M V Nelson, J W M Chow, R Fuller, J A Patterson, M Boohan, The Multi-School Progress Testing Committee
This collaborative project between the National Board of Medical Examiners and four schools in the UK is investigating the feasibility and utility of a cross-school progress testing program drawing on test material recently retired from the United States Medical Licensing Examination (USMLE) Step 2 Clinical Knowledge (CK) examination. This article describes the design of the progress test; the process used to build, translate (localize), review, and finalize test forms; the approach taken to (web-based) test administration; and the procedure used to calculate and report scores...
2010: Medical Teacher
Kathleen Z Holtzman, David B Swanson, Wenli Ouyang, Kieran Hussie, Krista Allbee
BACKGROUND: During 2007, multimedia-based presentations of selected clinical findings were introduced into the United States Medical Licensing Examination. This study investigated the impact of presenting cardiac auscultation findings in multimedia versus text format on item characteristics. METHOD: Content-matched versions of 43 Step 1 and 51 Step 2 Clinical Knowledge (CK) multiple-choice questions describing common pediatric and adult clinical presentations were administered in unscored sections of Step 1 and Step 2 CK...
October 2009: Academic Medicine: Journal of the Association of American Medical Colleges
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