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Usmle step 2 clinical knowledge

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
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
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
Tina Raman, Rami George Alrabaa, Amit Sood, Paul Maloof, Joseph Benevenia, Wayne Berberian
BACKGROUND: More than 1000 candidates applied for orthopaedic residency positions in 2014, and the competition is intense; approximately one-third of the candidates failed to secure a position in the match. However, the criteria used in the selection process often are subjective and studies have differed in terms of which criteria predict either objective measures or subjective ratings of resident performance by faculty. QUESTIONS/PURPOSES: Do preresidency selection factors serve as predictors of success in residency? Specifically, we asked which preresidency selection factors are associated or correlated with (1) objective measures of resident knowledge and performance; and (2) subjective ratings by faculty...
April 2016: Clinical Orthopaedics and related Research
Anthony R Artino, Ting Dong, David F Cruess, William R Gilliland, Steven J Durning
BACKGROUND: Using a previously developed postgraduate year (PGY)-1 program director's evaluation survey, we developed a parallel form to assess more senior residents (PGY-3). The PGY-3 survey, which aligns with the core competencies established by the Accreditation Council for Graduate Medical Education, also includes items that reflect our institution's military-unique context. PURPOSE: To collect feasibility, reliability, and validity evidence for the new PGY-3 evaluation...
April 2015: Military Medicine
Steven J Durning, Ting Dong, Paul A Hemmer, William R Gilliland, David F Cruess, John R Boulet, Louis N Pangaro
PURPOSE: To determine if there is an association between several commonly obtained premedical school and medical school measures and board certification performance. We specifically included measures from our institution for which we have predictive validity evidence into the internship year. We hypothesized that board certification would be most likely to be associated with clinical measures of performance during medical school, and with scores on standardized tests, whether before or during medical school...
April 2015: Military Medicine
Aaron Saguil, Ting Dong, Robert J Gingerich, Kimberly Swygert, Jeffrey S LaRochelle, Anthony R Artino, David F Cruess, Steven J Durning
BACKGROUND: The Medical College Admissions Test (MCAT) is a high-stakes test required for entry to most U. S. medical schools; admissions committees use this test to predict future accomplishment. Although there is evidence that the MCAT predicts success on multiple choice-based assessments, there is little information on whether the MCAT predicts clinical-based assessments of undergraduate and graduate medical education performance. This study looked at associations between the MCAT and medical school grade point average (GPA), Medical Licensing Examination (USMLE) scores, observed patient care encounters, and residency performance assessments...
April 2015: Military Medicine
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
Jorge A Girotti, Yoon Soo Park, Ara Tekian
OBJECTIVES: This study aimed to evaluate a selection and programmatic intervention designated 'Conditional Admissions' (CA), which is intended to expand access to medical education for individuals from under-represented ethnic, racial and rural groups. Further aims were to establish principles of practice designed to increase access for under-represented groups based on an empirical comparison of programmatic changes made to CA in 2005, and to quantify the costs associated with its implementation...
January 2015: Medical Education
Ting Dong, Kimberly A Swygert, Steven J Durning, Aaron Saguil, William R Gilliland, David Cruess, Kent J DeZee, Jeffrey LaRochelle, Anthony R Artino
BACKGROUND: Recently, there has been a surge in the use of objective structured clinical examinations (OSCEs) at medical schools around the world, and with this growth has come the concomitant need to validate such assessments. PURPOSES: The current study examined the associations between student performance on several school-level clinical skills and knowledge assessments, including two OSCEs, the National Board of Medical Examiners® (NBME) Subject Examinations, and the United States Medical Licensing Examination® (USMLE) Step 2 Clinical Skills (CS) and Step 3 assessments...
2014: Teaching and Learning in Medicine
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
John R Fredieu, Clint W Snyder
In this retrospective study of medical student data from Case Western Reserve University School of Medicine, we examined the impact of the Master of Science in Applied Anatomy (MS) program on medical student performance on the United States Medical Licensing Examination(®) (USMLE(®)) Step 1 and Step 2. From 2002 to 2010, 1,142 students matriculated as either students in the medical curriculum (MD group; 1,087 students) or MD students who also participated in the MS program (MD/MS group; 55 students). In addition, students were grouped as in either the Western Reserve Curriculum (2002-2005; WR1) or the Western Reserve 2 Curriculum (2006-2010; WR2)...
January 2015: Anatomical Sciences Education
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