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Jeyaraju M, Linford H, Bosco Mendes T, Caufield-Noll C, Tackett S. Factors Leading to Successful Performance on U.S. National Licensure Exams for Medical Students: A Scoping Review. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2023; 98:136-148. [PMID: 35857389 DOI: 10.1097/acm.0000000000004877] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
PURPOSE To synthesize the evidence of the factors leading to successful performance on knowledge-based national licensure exams (NLEs) for medical students. METHOD The authors conducted a scoping review to summarize the peer-reviewed empiric literature that used United States Medical Licensing Examination (USMLE) Step 1 or Step 2 Clinical Knowledge or Comprehensive Osteopathic Medical Licensing Examination (COMLEX) Level 1 or Level 2 Cognitive Evaluation scores as outcomes. The authors searched PubMed and Scopus without date restrictions through April 30, 2021. Two reviewers independently screened and selected studies for inclusion. Data were summarized narratively and with descriptive statistics. RESULTS The authors screened 1,185 unique citations and included 233 full-text studies in their review. Of these, 201 (86%) were studies of USMLE exams, 31 (13%) were studies of COMLEX exams, and 1 (0.4%) reported on both. The authors classified 29 studies (12%) as informing NLE preparation, 163 (70%) as attempting to identify predictive variables, and 76 (33%) as using NLE scores for program evaluation. Preparation studies found that the number of practice test items, practice exam scores, and less time in dedicated preparation correlated with higher NLE scores. Use of other commercial resources or study strategies was not consistently associated with higher scores. Predictive studies found the strongest relationships between individuals' performance on past assessments and their NLE scores. CONCLUSIONS The factors leading to successful performance on knowledge-based NLEs align with well-known principles from the cognitive sciences. Learners build on existing foundations of knowledge (reflected in their prior academic performance) and are likely to learn more efficiently with testing and spaced learning over time. While commercial test preparation resources are ubiquitous, there is no evidence that a single resource gives students a competitive advantage on NLEs. Developing habits of regular and continuous learning is necessary for clinical practice and successful NLE performance.
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Affiliation(s)
- Maniraj Jeyaraju
- M. Jeyaraju was a medical student, University of Maryland School of Medicine, Baltimore, Maryland, at the time this study was completed. He is now a family medicine resident, University of North Carolina School of Medicine, Chapel Hill, North Carolina; ORCID: https://orcid.org/0000-0003-1170-2422
| | - Henry Linford
- H. Linford was a postgraduate year 1 transitional resident, Crozer Health, Upland, Pennsylvania, at the time this study was completed. He is now a psychiatry resident, Texas Institute for Graduate Medical Education and Research, San Antonio, Texas
| | - Thiago Bosco Mendes
- T. Bosco Mendes was endocrinologist, Departamento de Medicina Interna, Universidade do Estado de São Paulo (Unesp), Botucatu, São Paulo, Brasil, at the time this study was completed. He is now an internal medicine resident, University of Pittsburgh Medical Center, Pittsburgh, Pennsylvania; ORCID: https://orcid.org/0000-0001-8349-3303
| | - Christine Caufield-Noll
- C. Caufield-Noll was informationist, National Institutes of Health Library, National Institutes of Health, Bethesda, Maryland, at the time this study was completed; ORCID: https://orcid.org/0000-0002-5637-3717
| | - Sean Tackett
- S. Tackett is associate professor of medicine and international medical education director, Division of General Internal Medicine, Johns Hopkins Bayview Medical Center, Baltimore, Maryland; ORCID: https://orcid.org/0000-0001-5369-7225
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Consequence in Competency-Based Education: Individualize, but Do Not Compromise. J Gen Intern Med 2022; 37:2146-2148. [PMID: 35581450 PMCID: PMC9296725 DOI: 10.1007/s11606-022-07668-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Ellis R, Brennan PA, Scrimgeour DSG, Lee AJ, Cleland J. Does performance at the intercollegiate Membership of the Royal Colleges of Surgeons (MRCS) examination vary according to UK medical school and course type? A retrospective cohort study. BMJ Open 2022; 12:e054616. [PMID: 34987044 PMCID: PMC8734024 DOI: 10.1136/bmjopen-2021-054616] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/19/2021] [Accepted: 12/02/2021] [Indexed: 12/03/2022] Open
Abstract
OBJECTIVES The knowledge, skills and behaviours required of new UK medical graduates are the same but how these are achieved differs given medical schools vary in their mission, curricula and pedagogy. Medical school differences seem to influence performance on postgraduate assessments. To date, the relationship between medical schools, course types and performance at the Membership of the Royal Colleges of Surgeons examination (MRCS) has not been investigated. Understanding this relationship is vital to achieving alignment across undergraduate and postgraduate training, learning and assessment values. DESIGN AND PARTICIPANTS A retrospective longitudinal cohort study of UK medical graduates who attempted MRCS Part A (n=9730) and MRCS Part B (n=4645) between 2007 and 2017, using individual-level linked sociodemographic and prior academic attainment data from the UK Medical Education Database. METHODS We studied MRCS performance across all UK medical schools and examined relationships between potential predictors and MRCS performance using χ2 analysis. Multivariate logistic regression models identified independent predictors of MRCS success at first attempt. RESULTS MRCS pass rates differed significantly between individual medical schools (p<0.001) but not after adjusting for prior A-Level performance. Candidates from courses other than those described as problem-based learning (PBL) were 53% more likely to pass MRCS Part A (OR 1.53 (95% CI 1.25 to 1.87) and 54% more likely to pass Part B (OR 1.54 (1.05 to 2.25)) at first attempt after adjusting for prior academic performance. Attending a Standard-Entry 5-year medicine programme, having no prior degree and attending a Russell Group university were independent predictors of MRCS success in regression models (p<0.05). CONCLUSIONS There are significant differences in MRCS performance between medical schools. However, this variation is largely due to individual factors such as academic ability, rather than medical school factors. This study also highlights group level attainment differences that warrant further investigation to ensure equity within medical training.
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Affiliation(s)
- Ricky Ellis
- University of Aberdeen Institute of Applied Health Sciences, Aberdeen, UK
- Urology Department, Nottingham University Hospitals NHS Trust, Nottingham, UK
| | - Peter A Brennan
- Department of Maxillo-Facial Surgery, Queen Alexandra Hospital, Portsmouth, UK
| | - Duncan S G Scrimgeour
- University of Aberdeen Institute of Applied Health Sciences, Aberdeen, UK
- Department of Colorectal Surgery, Aberdeen Royal Infirmary, Aberdeen, UK
| | - Amanda J Lee
- Medical Statistics Team, University of Aberdeen Institute of Applied Health Sciences, Aberdeen, UK
| | - Jennifer Cleland
- Medical Education Research and Scholarship Unit (MERSU), Lee Kong Chian School of Medicine, Singapore
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Danielson JA. Key Assumptions Underlying a Competency-Based Approach to Medical Sciences Education, and Their Applicability to Veterinary Medical Education. Front Vet Sci 2021; 8:688457. [PMID: 34150902 PMCID: PMC8208474 DOI: 10.3389/fvets.2021.688457] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2021] [Accepted: 05/11/2021] [Indexed: 11/13/2022] Open
Abstract
This perspective explores six key assumptions of a competency-based approach to medical-sciences education, as they relate to veterinary medical education. Those assumptions, derived from characteristics of competency based medical education (CBME) identified by CBME proponents are: (1) There are sufficient shortcomings in the medical competence of graduate veterinarians that solutions are necessary, and changes in the way we teach veterinarians will address those problems. (2) It is feasible to identify generally accepted core competencies in veterinary medical practice. (3) Teaching to defined learning outcomes will produce greater achievement for learners than approaches that do not emphasize clearly defined outcomes. (4) In veterinary medical education, it is possible to articulate the development of competence sequentially in a manner that is relatively consistent across learners, and carefully planning and sequencing learning activities will produce better learning outcomes. (5) Competency-focused instruction, which tailors the pace and progression of instruction to learners, is feasible in veterinary medical education, and will produce better outcomes than instruction that moves all students through an equivalent process in a set time frame. (6) Programmatic Assessment, including numerous direct observations with feedback, will improve learning outcomes, and is feasible in veterinary medical education. While available research does not unequivocally support all six assumptions, overall the potential benefits of adopting a competency-based approach seem promising for veterinary medical education.
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Affiliation(s)
- Jared A. Danielson
- College of Veterinary Medicine, Iowa State University, Ames, IA, United States
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Norman G. Where we've come from, where we might go. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2020; 25:1191-1201. [PMID: 33247316 DOI: 10.1007/s10459-020-10018-7] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/01/2020] [Accepted: 11/09/2020] [Indexed: 05/23/2023]
Abstract
The paper reviews 50 years of research in health sciences education and identifies several recurring controversies-formative versus summative assessment, high and low fidelity simulation, expertise as knowledge versus skills, and the impact of teaching versus curriculum. I then look at the role these may play in the current situation where COVID has necessitated rapid change to distance learning. I then posit an essential role for research in teaching and learning, using multiple methods from qualitative to neuropsychological to better understand the dimensions of effective teaching. The ultimate goal is to operationalize these findings in creation of distance learning modules.
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Violato C, Gauer JL, Violato EM, Patel D. A Study of the Validity of the New MCAT Exam. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2020; 95:396-400. [PMID: 31702690 DOI: 10.1097/acm.0000000000003064] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
PURPOSE To conduct a study of the validity of the new Medical College Admission Test (MCAT). METHOD Deidentified data for first- and second-year medical students (185 women, 54.3%; 156 men, 45.7%) who matriculated in 2016 and 2017 to the University of Minnesota Medical School-Twin Cities were included. Of those students, 220 (64.5%) had taken the new MCAT exam and 182 (53.4%) had taken the old MCAT exam (61 [17.9%] had taken both). The authors calculated descriptive statistics and Pearson product moment correlations (r) between new and old MCAT section scores. They conducteda regression analysis of MCAT section scores with Step 1 scores and with preclerkship course performance. They also conducted an exploratory factor analysis (principal component analysis with varimax rotation) of MCAT scores, undergraduate grade point average, Step 1 scores, and course performance. RESULTS The new MCAT exam section mean score percentiles ranged from 72 to 78 (mean composite score percentile of 80). The old MCAT exam section mean score percentiles ranged from 84 to 88 (mean composite score percentile of 83). The pattern of correlations among and between new and old MCAT exam section scores (range of r: 0.03-0.67; P < .01) provided evidence of both divergent and convergent validities. Backward multiple regression of new MCAT exam section scores and Step 1 scores resulted in a multiple R of .440; the same analysis with Human Behavior course performance as the dependent variable provided a similar solution with the expected sections of the new MCAT exam (multiple R = .502). The factor analysis resulted in 4 cohesive, theoretically meaningful factors: biomedical knowledge, basic science concepts, cognitive reasoning, and general achievement. CONCLUSIONS This study provided empirical evidence of multiple types of validity for the new MCAT exam.
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Affiliation(s)
- Claudio Violato
- C. Violato is professor and assistant dean for assessment and evaluation and affiliated with the Medical Education Outcomes Center, University of Minnesota Medical School-Twin Cities, Minneapolis, Minnesota. J.L. Gauer is manager, evaluation and analytics, and affiliated with the Medical Education Outcomes Center, University of Minnesota Medical School-Twin Cities, Minneapolis, Minnesota. E.M. Violato is a PhD candidate, University of Alberta, Edmonton, Alberta, Canada, and affiliated with the Medical Education Outcomes Center, University of Minnesota Medical School-Twin Cities, Minneapolis, Minnesota. D. Patel is associate dean for admissions and affiliated with the Medical Education Outcomes Center, University of Minnesota Medical School-Twin Cities, Minneapolis, Minnesota
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Guilbault RW, Lee SW, Lian B, Choi J. Predictors of USMLE Step 1 Outcomes: Charting Successful Study Habits. MEDICAL SCIENCE EDUCATOR 2020; 30:103-106. [PMID: 34457646 PMCID: PMC8368851 DOI: 10.1007/s40670-019-00907-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
BACKGROUND The United States Medical Licensing Examination Step 1 is a test that affects many aspects of medical students' careers. The aim of this study was to assess the predictive value of various studying habits and academic traits. ACTIVITY A survey concerning Step 1 study habits and scores was collected and analyzed. RESULTS AND DISCUSSION Study results showed that preclinical curriculum grades, practice test scores, and the number of practice questions completed were positively correlated with Step 1 scores. The strongest predictor of Step 1 scores was preclinical curriculum grades: each unit increase in a letter grade was associated with a 12-point increase in Step 1 scores.
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Affiliation(s)
- Ryan W.R. Guilbault
- Department of Orthopaedic Surgery, Johns Hopkins University, 601 North Caroline Street, Baltimore, MD 21205 USA
| | - Sang W. Lee
- Department of General Surgery, Medical College of Georgia, 1120 15th Street, Augusta, GA 30912 USA
| | - Brad Lian
- Department of Community Medicine, Mercer University School of Medicine, 1501 Mercer University Drive, Macon, GA USA
| | - Jaehwa Choi
- Department of Biomedical Sciences, Mercer University School of Medicine, 1501 Mercer University Drive, Macon, GA 31207 USA
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Burk-Rafel J, Pulido RW, Elfanagely Y, Kolars JC. Institutional differences in USMLE Step 1 and 2 CK performance: Cross-sectional study of 89 US allopathic medical schools. PLoS One 2019; 14:e0224675. [PMID: 31682639 PMCID: PMC6827894 DOI: 10.1371/journal.pone.0224675] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2019] [Accepted: 10/19/2019] [Indexed: 11/22/2022] Open
Abstract
Introduction The United States Medical Licensing Examination (USMLE) Step 1 and Step 2 Clinical Knowledge (CK) are important for trainee medical knowledge assessment and licensure, medical school program assessment, and residency program applicant screening. Little is known about how USMLE performance varies between institutions. This observational study attempts to identify institutions with above-predicted USMLE performance, which may indicate educational programs successful at promoting students’ medical knowledge. Methods Self-reported institution-level data was tabulated from publicly available US News and World Report and Association of American Medical Colleges publications for 131 US allopathic medical schools from 2012–2014. Bivariate and multiple linear regression were performed. The primary outcome was institutional mean USMLE Step 1 and Step 2 CK scores outside a 95% prediction interval (≥2 standard deviations above or below predicted) based on multiple regression accounting for students’ prior academic performance. Results Eighty-nine US medical schools (54 public, 35 private) reported complete USMLE scores over the three-year study period, representing over 39,000 examinees. Institutional mean grade point average (GPA) and Medical College Admission Test score (MCAT) achieved an adjusted R2 of 72% for Step 1 (standardized βMCAT 0.7, βGPA 0.2) and 41% for Step 2 CK (standardized βMCAT 0.5, βGPA 0.3) in multiple regression. Using this regression model, 5 institutions were identified with above-predicted institutional USMLE performance, while 3 institutions had below-predicted performance. Conclusions This exploratory study identified several US allopathic medical schools with significant above- or below-predicted USMLE performance. Although limited by self-reported data, the findings raise questions about inter-institutional USMLE performance parity, and thus, educational parity. Additional work is needed to determine the etiology and robustness of the observed performance differences.
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Affiliation(s)
- Jesse Burk-Rafel
- Department of Internal Medicine, New York University Langone Health, New York, NY, United States of America
- * E-mail:
| | - Ricardo W. Pulido
- Department of Otolaryngology–Head and Neck Surgery, University of Washington, Seattle, WA, United States of America
| | - Yousef Elfanagely
- Department of Internal Medicine, Brown University, Providence, RI, United States of America
| | - Joseph C. Kolars
- Department of Internal Medicine, University of Michigan Medical School, Ann Arbor, MI, United States of America
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Rozenshtein A, Mullins ME, Marx MV. The USMLE Step 1 Pass/Fail Reporting Proposal: The APDR Position. Acad Radiol 2019; 26:1400-1402. [PMID: 31383545 DOI: 10.1016/j.acra.2019.06.004] [Citation(s) in RCA: 31] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2019] [Revised: 06/07/2019] [Accepted: 06/10/2019] [Indexed: 11/17/2022]
Abstract
BACKGROUND The National Board of Medical Examiners (NBME) and the United States Medical Licensing Examination (USMLE) has convened a conference of "key stakeholders" on March 11-12, 2019 to consider reporting the results of the USMLE Step 1 as pass/fail. DISCUSSION While the original purpose of the USMLE Step 1 was to provide an objective basis for medical licensing, the score is increasingly used in residency applicant screening and selection because it is an objective, nationally recognized metric allowing comparison across medical schools in and outside the United States. Excessive reliance on the Step 1 score in the matching process has led to "Step 1 Culture" that drives medical schools to "teach to the test," increases medical student anxiety, and disadvantages minorities that have been shown to score lower on the USMLE Step 1 examination. The outsize role of the USMLE Step 1 score in resident selection is due to lack of standardization in medical school transcripts, grade inflation, and the lack of class standing in many summative assessments. Furthermore, the numeric score allows initial Electronic Residency Application Service filtering, commonly used by programs to limit the number of residency applications to review. CONCLUSION The Association of Program Directors in Radiology (APDR) is concerned that pass/fail reporting of the USMLE Step 1 score would take away an objective measure of medical student's knowledge and the incentive to acquire as much of it as possible. Although the APDR is not in favor of the Step 1 exam being used as a screening tool, in the absence of an equal or better metric for applicant comparison the APDR opposes the change in Step 1 reporting from the numeric score to pass/fail.
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Affiliation(s)
- Anna Rozenshtein
- Department of Radiology, Westchester Medical Center-New York Medical College, 100 Woods Road, Valhalla, NY 10595.
| | - Mark E Mullins
- Department of Radiology and Imaging Sciences, Emory University, Atlanta, Georgia
| | - M Victoria Marx
- Department of Radiology, Keck School of Medicine University of South California, Los Angeles, California
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Letters to the Editor. J Am Vet Med Assoc 2019; 254:917-918. [DOI: 10.2460/javma.254.8.917] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Correction: Pathology in Practice: presumptive epidermolysis bullosa acquisita in a dog. J Am Vet Med Assoc 2019; 254:918. [PMID: 30938612 DOI: 10.2460/javma.254.8.918] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Fetter M, Robbs R, Cianciolo AT. Clerkship Curriculum Design and USMLE Step 2 Performance: Exploring the Impact of Self-Regulated Exam Preparation. MEDICAL SCIENCE EDUCATOR 2019; 29:265-276. [PMID: 34457476 PMCID: PMC8368714 DOI: 10.1007/s40670-019-00691-8] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
PURPOSE This study examined medical students' stress and certification exam preparation practices in a reformed clerkship curriculum that excluded high-stakes knowledge testing from end-of-rotation performance evaluation. METHOD Stress and exam preparation practices were assessed via a survey comprising locally developed questions, three subscales of the Motivated Strategies for Learning Questionnaire, and two subscales of the Medical Student Stressor Questionnaire. The association between stress, learning self-regulation, and certification exam scores was evaluated retrospectively using non-parametric tests of association (Spearman's rho). RESULTS Forty students responded to the survey and consented to use of academic performance data (57% participation rate). Mean certification exam scores were indistinguishable from historical controls. Exam preparation practices resembled those of pre-clinical students: exam-related worrying and time devoted to studying were high, increasing as the exam drew near; preferred study resources were directly analogous to exam questions; and study involved relatively few generative strategies (e.g., concept mapping). Sustaining effort and creating time and space to study were associated with better exam performance, as was participation in this study. DISCUSSION On the surface, the absence of regularly spaced, high-stakes testing from clerkship performance evaluation appears to "do no harm" to students' certification exam scores. Students already performing better academically may excel due in part to effective learning self-regulation strategies. However, a clerkship curriculum that does not scaffold self-regulation via cumulative knowledge assessment could further disadvantage students already earning lower scores. Evaluating the impact of curriculum reforms should continuously examine changes to learners' experience in context.
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Affiliation(s)
- Madelyn Fetter
- Southern Illinois University School of Medicine, 801 N Rutledge St, Springfield, IL 62702 USA
| | - Randall Robbs
- Center for Clinical Research, Southern Illinois University School of Medicine, 201 E. Madison St, Springfield, IL 62702 USA
| | - Anna T. Cianciolo
- Department of Medical Education, Southern Illinois University School of Medicine, 913 N Rutledge St., PO Box 19681, Springfield, IL 62794-9681 USA
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Kulasegaram KM, Tonin P, Houston P, Whitehead C. Accreditation drives medical education. Does evidence drive accreditation? MEDICAL EDUCATION 2018; 52:772-773. [PMID: 29879306 DOI: 10.1111/medu.13584] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Affiliation(s)
- Kulamakan M Kulasegaram
- Department of Family and Community Medicine, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
- Wilson Centre, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
- MD Program, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Paul Tonin
- MD Program, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Patricia Houston
- MD Program, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
- Department of Anesthesia, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Cynthia Whitehead
- Department of Family and Community Medicine, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
- Wilson Centre, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
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Burk-Rafel J, Santen SA, Purkiss J. Study Behaviors and USMLE Step 1 Performance: Implications of a Student Self-Directed Parallel Curriculum. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2017; 92:S67-S74. [PMID: 29065026 DOI: 10.1097/acm.0000000000001916] [Citation(s) in RCA: 67] [Impact Index Per Article: 9.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/16/2023]
Abstract
PURPOSE To determine medical students' study behaviors when preparing for the United States Medical Licensing Examination (USMLE) Step 1, and how these behaviors are associated with Step 1 scores when controlling for likely covariates. METHOD The authors distributed a study-behaviors survey in 2014 and 2015 at their institution to two cohorts of medical students who had recently taken Step 1. Demographic and academic data were linked to responses. Descriptive statistics, bivariate correlations, and multiple linear regression analyses were performed. RESULTS Of 332 medical students, 274 (82.5%) participated. Most students (n = 211; 77.0%) began studying for Step 1 during their preclinical curriculum, increasing their intensity during a protected study period during which they averaged 11.0 hours studying per day (standard deviation [SD] 2.1) over a period of 35.3 days (SD 6.2). Students used numerous third-party resources, including reading an exam-specific 700-page review book on average 2.1 times (SD 0.8) and completing an average of 3,597 practice multiple-choice questions (SD 1,611). Initiating study prior to the designated study period, increased review book usage, and attempting more practice questions were all associated with higher Step 1 scores, even when controlling for Medical College Admission Test scores, preclinical exam performance, and self-identified score goal (adjusted R = 0.56, P < .001). CONCLUSIONS Medical students at one public institution engaged in a self-directed, "parallel" Step 1 curriculum using third-party study resources. Several study behaviors were associated with improved USMLE Step 1 performance, informing both institutional- and student-directed preparation for this high-stakes exam.
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Affiliation(s)
- Jesse Burk-Rafel
- J. Burk-Rafel is an intern, Department of Medicine, New York University School of Medicine, New York, New York. He was previously a medical student, University of Michigan Medical School, Ann Arbor, Michigan; ORCID: http://orcid.org/0000-0003-3785-2154. S.A. Santen is assistant dean, Educational Research and Quality Improvement, and clinical professor of emergency medicine and learning health sciences, University of Michigan Medical School, Ann Arbor, Michigan; ORCID: http://orcid.org/0000-0002-8327-8002. J. Purkiss is assistant dean, Evaluation, Assessment, and Education Research, and assistant professor of internal medicine, Baylor College of Medicine, Houston, Texas. He was previously director, Evaluation and Assessment, University of Michigan Medical School, Ann Arbor, Michigan
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Norman G. The birth and death of curricula. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2017; 22:797-801. [PMID: 29189964 DOI: 10.1007/s10459-017-9790-1] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
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Gollehon NS. Assessing Residents' Competency at Baseline: How Much Does the Medical School Matter? J Grad Med Educ 2017; 9:616-621. [PMID: 29075383 PMCID: PMC5646921 DOI: 10.4300/jgme-d-17-00024.1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/10/2017] [Revised: 04/05/2017] [Accepted: 06/06/2017] [Indexed: 11/06/2022] Open
Abstract
BACKGROUND Although there is some consensus about the competencies needed to enter residency, the actual skills of graduating medical students may not meet expectations. In addition, little is known about the association between undergraduate medical education and clinical performance at entry into and during residency. OBJECTIVE We explored the association between medical school of origin and clinical performance using a multi-station objective structured clinical examination for incoming residents at the University of Michigan Health System. METHODS Prior to assuming clinical duties, all first-year residents at the University of Michigan Health System participate in the Postgraduate Orientation Assessment (POA). This assesses competencies needed during the first months of residency. Performance data for 1795 residents were collected between 2002 and 2012. We estimated POA variance by medical school using linear mixed models. RESULTS Medical school predicted the following amounts of variance in performance-data gathering scores: 1.67% (95% confidence interval [CI] 0.36-2.93); assessment scores: 4.93% (95% CI 1.84-6.00); teamwork scores: 0.80% (95% CI 0.00-1.82); communication scores: 2.37% (95% CI 0.66-3.83); and overall POA scores: 4.19% (95% CI 1.59-5.35). CONCLUSIONS The results show that residents' medical school of origin is weakly associated with clinical competency, highlighting a potential source of variability in undergraduate medical education. The practical significance of these findings needs further evaluation.
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Viđak M, Tokalić R, Marušić M, Puljak L, Sapunar D. Improving completion rates of students in biomedical PhD programs: an interventional study. BMC MEDICAL EDUCATION 2017; 17:144. [PMID: 28841882 PMCID: PMC5572062 DOI: 10.1186/s12909-017-0985-1] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/11/2016] [Accepted: 08/21/2017] [Indexed: 05/26/2023]
Abstract
BACKGROUND Analysis of graduation success at the University of Split School of Medicine PhD programs conducted in 2011 revealed that only 11% of students who enrolled and completed their graduate coursework between 1999 and 2011 earned a doctoral degree. In this prospective cohort study we evaluated and compared three PhD programs within the same medical school, where the newest program, called Translational Research in Biomedicine (TRIBE), established in the academic year 2010/11, aimed to increase the graduation rate through an innovative approach. METHODS The intervention in the new program was related to three domains: redefined recruitment strategy, strict study regulations, and changes to the curriculum. We compared performance of PhD students between the new and existing programs and analyzed their current status, time to obtain a degree (from enrolment to doctorate), age at doctorate, number of publications on which the thesis was based and the impact factor of journals in which these were published. RESULTS These improvement strategies were associated with higher thesis completion rate and reduced time to degree for students enrolled in the TRIBE program. There was no change in the impact factor or number of publications that were the basis for the doctoral theses. CONCLUSION Our study describes good practices which proved useful in the design or reform of the PhD training program.
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Affiliation(s)
- Marin Viđak
- Medical School, University of Split School of Medicine, Split, Croatia
| | - Ružica Tokalić
- Medical School, University of Split School of Medicine, Split, Croatia
| | - Matko Marušić
- Department of Research in Biomedicine and Health, University of Split School of Medicine, Split, Croatia
| | - Livia Puljak
- Laboratory for Pain Research, University of Split School of Medicine, Split, Croatia
| | - Damir Sapunar
- Laboratory for Pain Research, University of Split School of Medicine, Split, Croatia
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Thompson AR, Lowrie DJ. An evaluation of outcomes following the replacement of traditional histology laboratories with self-study modules. ANATOMICAL SCIENCES EDUCATION 2017; 10:276-285. [PMID: 27798818 DOI: 10.1002/ase.1659] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/23/2016] [Revised: 10/03/2016] [Accepted: 10/03/2016] [Indexed: 05/21/2023]
Abstract
Changes in medical school curricula often require educators to develop teaching strategies that decrease contact hours while maintaining effective pedagogical methods. When faced with this challenge, faculty at the University of Cincinnati College of Medicine converted the majority of in-person histology laboratory sessions to self-study modules that utilize multiple audiovisual modalities and a virtual microscope platform. Outcomes related to this shift were investigated through performance on in-house examinations, results of the United States Medical Licensing Examination® (USMLE® ) Step 1 Examination, and student feedback. Medical School College Admissions Test® (MCAT® ) scores were used as a covariate when comparing in-house examinations. Results revealed no significant change in performance on in-house examinations when the content being assessed was controlled (F(2, 506) = 0.676, P = 0.51). A significant improvement in overall practical examination grade averages was associated with the self-study modules (F(6, 1164) = 10.213, P < 0.01), but gradual changes in examination content may explain this finding. The histology and cell biology portion of USMLE Step 1 Examination remained consistent throughout the time period that was investigated. Student feedback regarding the self-study modules was positive and suggested that features such as instructor narrated videos were an important component of the self-study modules because they helped recreate the experience of in-person laboratory sessions. Positive outcomes from the student perspective and no drop in examination performance suggests that utilizing self-study modules for histology laboratory content may be an option for educators faced with the challenge of reducing contact hours without eliminating content. Anat Sci Educ 10: 276-285. © 2016 American Association of Anatomists.
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Affiliation(s)
- Andrew R Thompson
- Department of Medical Education, University of Cincinnati College of Medicine, Cincinnati, Ohio
| | - Donald J Lowrie
- Department of Medical Education, University of Cincinnati College of Medicine, Cincinnati, Ohio
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Royal KD. Quality Teaching Matters More than Innovative Curricula. Am J Med 2017; 130:e167. [PMID: 28325234 DOI: 10.1016/j.amjmed.2016.11.014] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/03/2016] [Accepted: 11/03/2016] [Indexed: 10/19/2022]
Affiliation(s)
- Kenneth D Royal
- Department of Clinical Sciences, North Carolina State University College of Veterinary Medicine, Raleigh; Department of Family Medicine, University of North Carolina School of Medicine, Chapel Hill
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Burzette RG, Danielson JA, Wu TF, Fales-Williams AJ, Kuehl KH. Undergraduate Rigor Scores: Do They Predict Achievement in Veterinary School? JOURNAL OF VETERINARY MEDICAL EDUCATION 2017; 44:323-330. [PMID: 28332906 DOI: 10.3138/jvme.0716-120r] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
The relations between potential indicators of undergraduate rigor and subsequent achievement in professional school are not clear; some studies have shown that greater undergraduate selectivity is associated with greater achievement in medical science programs, while others have not. We sought to determine the extent to which indicators of undergraduate rigor were associated with achievement in veterinary school. Participants were graduates from three cohorts. The predictors were undergraduate GPA (UGPA), plus five rigor scores-degree or number of undergraduate credits, number of honors courses, number of withdrawals from or repeats of prerequisite science courses, number of part-time semesters, and ratio of community college credits to total college credits. The outcomes were the veterinary medicine cumulative GPA (CVM GPA), Qualifying Exam scores, and North American Veterinary Licensing Exam scores. Using correlations corrected for range restriction, we regressed each outcome on the five rigor scores and UGPA for each of the three graduating cohorts. In most cases, indicators of undergraduate rigor did not predict subsequent achievement in veterinary school; however, in two comparisons, number of honors courses taken as an undergraduate predicted subsequent achievement. UGPA, as expected, predicted CVM GPA. Admissions committees may want to reevaluate whether they include undergraduate rigor when considering admission to their programs, with the caveat that our findings are specific to our institution and are not generalizable.
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Root Kustritz MV, Molgaard LK, Malone E. Curriculum Review and Revision at the University of Minnesota College of Veterinary Medicine. JOURNAL OF VETERINARY MEDICAL EDUCATION 2017; 44:459-470. [PMID: 28876985 DOI: 10.3138/jvme.0217-029r] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
Curriculum review is an essential part of ongoing curriculum development, and is a mandate of the American Veterinary Medical Association Council on Education (AVMA COE), the accrediting body of all North American schools and colleges of veterinary medicine. This article describes the steps in curriculum review undertaken by the University of Minnesota College of Veterinary Medicine (UMN CVM) in response to this mandate from the COE and to a recommendation from a recent collegiate review that was part of a larger university-level strategic planning effort. The challenges of reviewing and revising the curriculum within a short time frame were met by appointing a dedicated curriculum review board and by engaging students and faculty groups, both as focus groups and as specific faculty work sections within disciplines. Faculty voting on the process was very valuable as it permitted the curriculum review board and faculty groups to move ahead knowing there was a process in place for reassessment if most faculty did not agree with recommendations. Consistent support from the dean of the college and other administrators was vital in helping maintain momentum for curriculum review.
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Archer J, Lynn N, Coombes L, Roberts M, Gale T, Price T, Regan de Bere S. The impact of large scale licensing examinations in highly developed countries: a systematic review. BMC MEDICAL EDUCATION 2016; 16:212. [PMID: 27543269 PMCID: PMC4992286 DOI: 10.1186/s12909-016-0729-7] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/10/2016] [Accepted: 08/08/2016] [Indexed: 05/12/2023]
Abstract
BACKGROUND To investigate the existing evidence base for the validity of large-scale licensing examinations including their impact. METHODS Systematic review against a validity framework exploring: Embase (Ovid Medline); Medline (EBSCO); PubMed; Wiley Online; ScienceDirect; and PsychINFO from 2005 to April 2015. All papers were included when they discussed national or large regional (State level) examinations for clinical professionals, linked to examinations in early careers or near the point of graduation, and where success was required to subsequently be able to practice. Using a standardized data extraction form, two independent reviewers extracted study characteristics, with the rest of the team resolving any disagreement. A validity framework was used as developed by the American Educational Research Association, American Psychological Association, and National Council on Measurement in Education to evaluate each paper's evidence to support or refute the validity of national licensing examinations. RESULTS 24 published articles provided evidence of validity across the five domains of the validity framework. Most papers (n = 22) provided evidence of national licensing examinations relationships to other variables and their consequential validity. Overall there was evidence that those who do well on earlier or on subsequent examinations also do well on national testing. There is a correlation between NLE performance and some patient outcomes and rates of complaints, but no causal evidence has been established. CONCLUSIONS The debate around licensure examinations is strong on opinion but weak on validity evidence. This is especially true of the wider claims that licensure examinations improve patient safety and practitioner competence.
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Affiliation(s)
- Julian Archer
- Collaboration for the Advancement of Medical Education Research and Assessment, Plymouth University Peninsula Schools of Medicine & Dentistry, Plymouth, Devon UK
| | - Nick Lynn
- Collaboration for the Advancement of Medical Education Research and Assessment, Plymouth University Peninsula Schools of Medicine & Dentistry, Plymouth, Devon UK
| | - Lee Coombes
- Centre for Medical Education, Cardiff University School of Medicine, Heath Park, Cardiff, UK
| | - Martin Roberts
- Collaboration for the Advancement of Medical Education Research and Assessment, Plymouth University Peninsula Schools of Medicine & Dentistry, Plymouth, Devon UK
| | - Tom Gale
- Collaboration for the Advancement of Medical Education Research and Assessment, Plymouth University Peninsula Schools of Medicine & Dentistry, Plymouth, Devon UK
| | - Tristan Price
- Collaboration for the Advancement of Medical Education Research and Assessment, Plymouth University Peninsula Schools of Medicine & Dentistry, Plymouth, Devon UK
| | - Sam Regan de Bere
- Collaboration for the Advancement of Medical Education Research and Assessment, Plymouth University Peninsula Schools of Medicine & Dentistry, Plymouth, Devon UK
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Busche K, Burak KW, Veale P, Coderre S, McLaughlin K. Making progress in the ethical treatment of medical trainees. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2016; 21:711-718. [PMID: 26092833 DOI: 10.1007/s10459-015-9617-x] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/14/2015] [Accepted: 06/12/2015] [Indexed: 06/04/2023]
Abstract
There is an inherent conflict within clinician educators as we balance the roles of healthcare provider to patients in need of care with that of educator of learners in need of teaching. In this essay we use Beauchamp and Childress' principles of biomedical ethics as a framework to compare the relationship that clinician educators have with their patients and their learners, and suggest that while we typically apply ethical principles when addressing the needs of our patients, these principles are frequently lacking in our interactions with learners. This dichotomy reflects a person-by-situation interaction that may be partly explained by the expectations of the regulatory bodies that define how clinicians should interact with patients and how educators should interact with learners. The result is that we may fall short in applying respect for autonomy, beneficence/nonmaleficence, and justice when addressing the needs of our learners. Fortunately there are ways in which we can incorporate these ethical principles into our interactions with learners while still adhering to accreditation standards and institutional policy. These include flipped classrooms and simulated learning experiences, incorporating aspects of instructional design that have been shown to improve learning outcomes, providing additional resources to learners with greater needs, and organizing training curricula around entrustable professional activities. Although the consistent application of ethical principles with all learners during all learning experiences is likely unachievable, we can, and should, move towards more ethical treatment of our learners.
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Affiliation(s)
- Kevin Busche
- Office of Undergraduate Medical Education, Health Sciences Centre, University of Calgary, 3330 Hospital Drive NW, Calgary, AB, T2N 4N1, Canada
| | - Kelly W Burak
- Office of Undergraduate Medical Education, Health Sciences Centre, University of Calgary, 3330 Hospital Drive NW, Calgary, AB, T2N 4N1, Canada
| | - Pamela Veale
- Office of Undergraduate Medical Education, Health Sciences Centre, University of Calgary, 3330 Hospital Drive NW, Calgary, AB, T2N 4N1, Canada
| | - Sylvain Coderre
- Office of Undergraduate Medical Education, Health Sciences Centre, University of Calgary, 3330 Hospital Drive NW, Calgary, AB, T2N 4N1, Canada
| | - Kevin McLaughlin
- Office of Undergraduate Medical Education, Health Sciences Centre, University of Calgary, 3330 Hospital Drive NW, Calgary, AB, T2N 4N1, Canada.
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Brydges R. From simulation research to education policy: how much evidence is enough? Adv Simul (Lond) 2016; 1:22. [PMID: 29449991 PMCID: PMC5806244 DOI: 10.1186/s41077-016-0023-0] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2016] [Accepted: 06/02/2016] [Indexed: 11/28/2022] Open
Affiliation(s)
- Ryan Brydges
- 1University of Toronto, Toronto, Ontario Canada.,2Department of Medicine, University of Toronto, Toronto, Canada.,3The Wilson Centre, University Health Network, Toronto, Canada
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25
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Raymond JR, Kerschner JE, Hueston WJ, Maurana CA. The Merits and Challenges of Three-Year Medical School Curricula: Time for an Evidence-Based Discussion. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2015; 90:1318-23. [PMID: 26266464 PMCID: PMC4585483 DOI: 10.1097/acm.0000000000000862] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/15/2023]
Abstract
The debate about three-year medical school curricula has resurfaced recently, driven by rising education debt burden and a predicted physician shortage. In this Perspective, the authors call for an evidence-based discussion of the merits and challenges of three-year curricula. They examine published evidence that suggests that three-year curricula are viable, including studies on three-year curricula in (1) U.S. medical schools in the 1970s and 1980s, (2) two Canadian medical schools with more than four decades of experience with such curricula, and (3) accelerated family medicine and internal medicine programs. They also briefly describe the new three-year programs that are being implemented at eight U.S. medical schools, including their own. Finally, they offer suggestions regarding how to enhance the discussion between the proponents of and those with concerns about three-year curricula.
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Affiliation(s)
- John R. Raymond
- J.R. Raymond Sr is professor of medicine, president, and chief executive officer, Medical College of Wisconsin, Milwaukee, Wisconsin
| | - Joseph E. Kerschner
- J.E. Kerschner is professor of otolaryngology and communication sciences, dean of the medical school, and executive vice president, Medical College of Wisconsin, Milwaukee, Wisconsin
| | - William J. Hueston
- W.J. Hueston is professor of family and community medicine and senior associate dean for academic affairs, Medical College of Wisconsin, Milwaukee, Wisconsin
| | - Cheryl A. Maurana
- C.A. Maurana is professor of population health, vice president for academic outreach, and director, Advancing a Healthier Wisconsin Endowment, Medical College of Wisconsin, Milwaukee, Wisconsin
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Kumar AD, Shah MK, Maley JH, Evron J, Gyftopoulos A, Miller C. Preparing to take the USMLE Step 1: a survey on medical students’ self-reported study habits. Postgrad Med J 2015; 91:257-61. [DOI: 10.1136/postgradmedj-2014-133081] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/15/2014] [Accepted: 04/04/2015] [Indexed: 11/03/2022]
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Burns ER, Garrett J. Student failures on first-year medical basic science courses and the USMLE step 1: a retrospective study over a 20-year period. ANATOMICAL SCIENCES EDUCATION 2015; 8:120-125. [PMID: 24827142 DOI: 10.1002/ase.1462] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/26/2013] [Revised: 02/19/2014] [Accepted: 04/03/2014] [Indexed: 06/03/2023]
Abstract
Correlates of achievement in the basic science years in medical school and on the Step 1 of the United States Medical Licensing Examination® (USMLE®), (Step 1) in relation to preadmission variables have been the subject of considerable study. Preadmissions variables such as the undergraduate grade point average (uGPA) and Medical College Admission Test® (MCAT®) scores, solely or in combination, have previously been found to be predictors of achievement in the basic science years and/or on the Step 1. The purposes of this retrospective study were to: (1) determine if our statistical analysis confirmed previously published relationships between preadmission variables (MCAT, uGPA, and applicant pool size), and (2) study correlates of the number of failures in five M1 courses with those preadmission variables and failures on Step 1. Statistical analysis confirmed previously published relationships between all preadmission variables. Only one course, Microscopic Anatomy, demonstrated significant correlations with all variables studied including the Step 1 failures. Physiology correlated with three of the four variables studied, but not with the Step 1 failures. Analyses such as these provide a tool by which administrators will be able to identify what courses are or are not responding in appropriate ways to changes in the preadmissions variables that signal student performance on the Step 1.
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Affiliation(s)
- E Robert Burns
- Department of Neurobiology and Developmental Sciences, College of Medicine, University of Arkansas for Medical Sciences, Little Rock, Arkansas
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Tucker P, Jeon-Slaughter H, Sener U, Arvidson M, Khalafian A. Do medical student stress, health, or quality of life foretell step 1 scores? A comparison of students in traditional and revised preclinical curricula. TEACHING AND LEARNING IN MEDICINE 2015; 27:63-70. [PMID: 25584473 DOI: 10.1080/10401334.2014.979178] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/22/2023]
Abstract
THEORY We explored the theory that measures of medical students' well-being and stress from different types of preclinical curricula are linked with performance on standardized assessment. HYPOTHESES Self-reported stress and quality of life among sophomore medical students having different types of preclinical curricula will vary in their relationships to USMLE Step 1 scores. METHOD Voluntary surveys in 2010 and 2011 compared self-reported stress, physical and mental health, and quality of life with Step 1 scores for beginning sophomore students in the final year of a traditional, discipline-based curriculum and the 1st year of a revised, systems-based curriculum with changed grading system. Wilcoxon rank sum tests and Spearman rank correlations were used to analyze data, significant at p <.05. RESULTS New curriculum students reported worse physical health, subjective feelings, leisure activities, social relationships and morale, and more depressive symptoms and life stress than traditional curriculum students. However, among curriculum-related stressors, few differences emerged; revised curriculum sophomores reported less stress working with real and standardized patients than traditional students. There were no class differences in respondents' Step 1 scores. Among emotional and physical health measures, only feelings of morale correlated negatively with Step 1 performance. Revised curriculum students' Step 1 scores correlated negatively with stress from difficulty of coursework. CONCLUSIONS Although revised curriculum students reported worse quality of life, general stress, and health and less stress from patient interactions than traditional students, few measures were associated with performance differences on Step 1. Moreover, curriculum type did not appear to either hinder or help students' Step 1 performance. To identify and help students at risk for academic problems, future assessments of correlates of Step 1 performance should be repeated after the new curriculum is well established, relating them also to performance on other standardized assessments of communication skills, professionalism, and later clinical evaluations in clerkships or internships.
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Affiliation(s)
- Phebe Tucker
- a Department of Psychiatry at University of Oklahoma Health Sciences Center , Oklahoma City , Oklahoma , USA
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Hollinger C, Libarkin JC, Stickle JE, Hauptman JG, Henry R, Scott MA. Effects of a curricular revision on learner outcomes in veterinary clinical pathology. JOURNAL OF VETERINARY MEDICAL EDUCATION 2013; 40:158-170. [PMID: 23697542 DOI: 10.3138/jvme.0812-072r] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
A mixed-methods evaluation was conducted to study learner attitudes and knowledge about clinical pathology across a curricular change that instituted a stand-alone clinical pathology course in place of content within a previously integrated pathology course structure. Groups of pre- and post-change students were assessed three times across the two semesters leading up to graduation. At each time, rank-ordered and open-ended response items probed attitudes, and multiple-choice items assessed knowledge. Data about student clinical pathology performance were also collected from clinical pathology instructors and supervising clinicians. Student rank-ordered items were evaluated by factor analysis; resulting factor-scale scores, multiple-choice scores, and rank responses from study cohorts were statistically assessed between groups and within each group over time. Intraclass correlations were calculated for the coding of student open-ended responses, and all coded responses were compared among groups. Analysis revealed that students in the revised curriculum had greater satisfaction with their training and greater confidence in data interpretation compared to students without exposure to an independent clinical pathology course. Although differences in knowledge of clinical pathology were not detected, it was also apparent that the independent clinical pathology course filled a student-perceived curricular need without raising criticisms related to diminished integration with anatomic pathology. Secondary study outcomes included formative feedback for course improvement, evidence of clerkship efficacy, and baseline data for further studies.
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Affiliation(s)
- Charlotte Hollinger
- Department of Pathobiology and Diagnostic Investigation, College of Veterinary Medicine, Veterinary Medical Center, Michigan State University, East Lansing, MI 48824, USA.
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Schmidt HG, Muijtjens AMM, Van der Vleuten CPM, Norman GR. Differential student attrition and differential exposure mask effects of problem-based learning in curriculum comparison studies. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2012; 87:463-75. [PMID: 22361797 DOI: 10.1097/acm.0b013e318249591a] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/21/2023]
Abstract
PURPOSE Studies that compare the effects of problem-based and conventional medical curricula on student performance generally show no significant differences. However, curriculum comparison studies are at best quasi-experimental, so they are prone to forms of selection bias. The purpose of this study was to reanalyze data from such comparisons by controlling for two potential biases: differential student attrition and differential exposure. METHOD The authors reanalyzed 104 previously published comparisons involving a single, problem-based medical school in the Netherlands (Maastricht University's medical school), using student attrition and study duration data from this school and the schools with which it was compared. The authors removed bias by reequalizing the comparison groups in terms of attrition and study duration. RESULTS The uncorrected data showed no differences between problem-based and conventional curricula: Mean effect sizes as expressed by Cohen d were 0.02 for medical knowledge and 0.07 for diagnostic reasoning. However, the reanalysis demonstrated medium-level effect sizes favoring the problem-based curriculum. After corrections for attrition and study duration, the mean effect size for knowledge acquisition was 0.31 and for diagnostic reasoning was 0.51. CONCLUSIONS Effects of the Maastricht problem-based curriculum were masked by differential attrition and differential exposure in the original studies. Because this school has been involved in many studies included in influential literature reviews published in the past 20 years, the authors' findings have implications for the assessment of the value of problem-based learning put forward by these reviews.
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Affiliation(s)
- Henk G Schmidt
- Department of Psychology, Erasmus University, Rotterdam, The Netherlands.
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Abstract
This article reviews changes in undergraduate and postgraduate medical education since the Flexner report of 1910. I argue that many of the changes in the twentieth century could be viewed as 'post-Flexnerian', and related to the integration of biomedical science in the preclinical medical curriculum. I then go on to argue that recent changes in the health care systems worldwide will force a critical re-examination of our approach to clinical education-a 'post-Oslerian' era. I suggest that one approach would be to decouple clinical education from clinical care, to some degree, and supplement with curricula designed around careful sequencing of simulated cases.
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Affiliation(s)
- Geoff Norman
- Department of Clinical Epidemiology and Biostatistics, MDCL 3519, McMaster University, 1200 Main St. W., Hamilton, ON L8N3Z5 Canada
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Albanese MA. Commentary: measurement and interpretation challenges in comparing student performance outcomes from different medical schools. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2011; 86:1073-1075. [PMID: 21865904 DOI: 10.1097/acm.0b013e318226340c] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
This commentary points to several measurement issues that arise in assessing medical student performance outcomes and then discusses the challenge of interpreting between-school differences. A problem often encountered in assessing student learning is creating an instrument that is at the right "pay grade." If it is too easy, ceiling effects compress scores. If it is too difficult, examinee performance can compress about chance values, and morale problems can occur. These issues are discussed in the context of a report by Williams and colleagues that measures medical student performance across five institutions on instruments assessing diagnostic pattern recognition and clinical data interpretation. The author of this commentary observes that, when interpreting between-school differences in assessing student learning, what can seem like small differences can have important consequences.
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Williams RG, Klamen DL, White CB, Petrusa E, Fincher RME, Whitfield CF, Shatzer JH, McCarty T, Miller BM. Tracking development of clinical reasoning ability across five medical schools using a progress test. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2011; 86:1148-1154. [PMID: 21785314 DOI: 10.1097/acm.0b013e31822631b3] [Citation(s) in RCA: 33] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
Abstract
PURPOSE Little is known about the acquisition of clinical reasoning skills in medical school, the development of clinical reasoning over the medical curriculum as a whole, and the impact of various curricular methodologies on these skills. This study investigated (1) whether there are differences in clinical reasoning skills between learners at different years of medical school, and (2) whether there are differences in performance between students at schools with various curricular methodologies. METHOD Students (n = 2,394) who had completed zero to three years of medical school at five U.S. medical schools participated in a cross-sectional study in 2008. Students took the same diagnostic pattern recognition (DPR) and clinical data interpretation (CDI) tests. Percent correct scores were used to determine performance differences. Data from all schools and students at all levels were aggregated for further analysis. RESULTS Student performance increased substantially as a result of each year of training. Gains in DPR and CDI performance during the third year of medical school were not as great as in previous years across the five schools. CDI performance and performance gains were lower than DPR performance and gains. Performance gains attributable to training at each of the participating medical schools were more similar than different. CONCLUSIONS Years of training accounted for most of the variation in DPR and CDI performance. As a rule, students at higher training levels performed better on both tests, though the expected larger gains during the third year of medical school did not materialize.
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Affiliation(s)
- Reed G Williams
- Department of Surgery, Southern Illinois University School of Medicine, Springfield, 62794-9622, USA
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Shin SJ, Kim KS, Lee DS. The effect of personal character on the results of clinical performance skill tests. KOREAN JOURNAL OF MEDICAL EDUCATION 2011; 23:111-117. [PMID: 25812559 PMCID: PMC8814495 DOI: 10.3946/kjme.2011.23.2.111] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 10/25/2010] [Revised: 01/10/2011] [Accepted: 03/03/2011] [Indexed: 06/04/2023]
Abstract
PURPOSE Even though many studies have indicated that the personality of medical students affects learning style and academic achievement, the effect of personality types on the performance skill tests has not been well known in the medical field due to the rarity of published papers. Thus, the aim of this study was to reveal the effect of personal traits on clinical skill performance tests. METHODS Fifty-seven fourth-grade medical students were enrolled in this study. They had all completed clinical performance tests. To assess personality types, we used the Korean version of the Myers-Briggs Type Indicator (MBTI). RESULTS Fifty-five of 57 senior medical students responded completely to the MBTI questionnaire. The proportion of four paired MBTI dimensions was Introversion (I)-Extroversion (E) (67.3% vs. 32.7%), Sensing (S)-Intuition (I) (76.4% vs. 23.6%), Thinking (T)-Feeling (F) (61.8% vs. 38.2%), and Judging (J)-Perception (P) (56.4% vs. 43.6%). The dominant personality types were ISTJ (23.6%), ESTJ (14.5%), and ISTP (10.9%). The first objective structured clinical examination (OSCE) test showed higher scores in Extraversion, Judging, and Sensing-Judging types compared to the counterparts (p<0.05), but this effect was not observed in the second OSCE test. On the clinical performance examination, Extraversion, Sensing, and Judging types had a higher score, as measured by standardized patients. CONCLUSION Specific personal traits affect the test scores of the clinical performance skill examinations. So, personality measurement might be a useful tool for understanding a student who has difficulty in performance tests. We hope this study will give valuable information to examiners when they instruct and counsel students about clinical performance tests.
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Affiliation(s)
- Sung Joon Shin
- Corresponding Author: Sung Joon Shin Department of Internal Medicine, Dongguk University Ilsan Hospital, Dongguk University College of Medicine, 814 Siksa-dong, Ilsandong-gu, Goyang 410-773, Korea Tel: +82.31.961.7145 Fax: +82.31.961.7141 ,
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Klatt EC. A 3-year medical curriculum. J Natl Med Assoc 2010; 102:250-2; discussion 252-3. [PMID: 20355356 DOI: 10.1016/s0027-9684(15)30532-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
The cost of medical education keeps rising while physician shortages loom, student diversity is threatened, and maldistribution continues to affect the physician workforce. The author discusses the rationale for a 3-year undergraduate medical curriculum with reduced costs and proposes a structure with funding for it. Medical educators may consider the issues raised and continue scholarly discussion to promote sustainable, cost effective medical education to address future physician workforce needs.
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Reports of PhD studies selected for presentation at the AMEE 2009 conference in Malaga, Spain, 29 August to 2 September. MEDICAL TEACHER 2010; 32:319-326. [PMID: 20353329 DOI: 10.3109/01421591003604990] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
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Tavakol M, Dennick R, Tavakol S. A descriptive study of medical educators' views of problem-based learning. BMC MEDICAL EDUCATION 2009; 9:66. [PMID: 19889217 PMCID: PMC2775736 DOI: 10.1186/1472-6920-9-66] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/28/2009] [Accepted: 11/04/2009] [Indexed: 05/27/2023]
Abstract
BACKGROUND There is a growing amount of literature on the benefits and drawbacks of Problem-Based Learning (PBL) compared to conventional curricula. However, it seems that PBL research studies do not provide information rigorously and formally that can contribute to making evidence-based medical education decisions. The authors performed an investigation aimed at medical education scholars around the question, "What are the views of medical educators concerning the PBL approach?" METHODS After framing the question, the method of data collection relied on asking medical educators to report their views on PBL. Two methods were used for collecting data: the questionnaire survey and an online discussion forum. RESULTS The descriptive analysis of the study showed that many participants value the PBL approach in the practice and training of doctors. However, some participants hold contrasting views upon the importance of the PBL approach in basic medical education. For example, more than a third of participants (38.5%) had a neutral stance on PBL as a student-oriented educational approach. The same proportion of participants also had a neutral view of the efficiency of traditional learning compared to a PBL tutorial. The open-ended question explored the importance of faculty development in PBL. A few participants had negative perceptions of the epistemological assumptions of PBL. Two themes emerged from the analysis of the forum repliers: the importance of the faculty role and self-managed education. CONCLUSION Whilst many participants valued the importance of the PBL approach in the practice and training of doctors and agreed with most of the conventional descriptions of PBL, some participants held contrasting views on the importance of the PBL approach in undergraduate medical education. However there was a strong view concerning the importance of facilitator training. More research is needed to understand the process of PBL better.
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Affiliation(s)
- Mohsen Tavakol
- Medical Education Unit, The University of Nottingham, Queen's Medical Centre, UK
| | - Reg Dennick
- Medical Education Unit, The University of Nottingham, Queen's Medical Centre, UK
| | - Sina Tavakol
- School of Biomedical Sciences, The University of Nottingham, Queen's Medical Centre, UK
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Lockyer JM, Violato C, Wright BJ, Fidler HM. An analysis of long-term outcomes of the impact of curriculum: a comparison of the three- and four-year medical school curricula. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2009; 84:1342-7. [PMID: 19881418 DOI: 10.1097/acm.0b013e3181b6c08e] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/22/2023]
Abstract
PURPOSE To determine the long-term effects of curriculum length on physician competence, the authors compared the performance of graduates from the University of Calgary (U of C; a school with a three-year curriculum) with matched samples from the University of Alberta (U of A) and from other Canadian schools with a four-year curriculum. METHOD The authors used data from the College of Physicians and Surgeons of Alberta, Physician Achievement Review (PAR) program to determine curricular outcomes. The authors analyzed PAR program data, comprising reviews from medical colleagues, nonphysician coworkers (e.g., nurses, pharmacists), patients, and the physicians themselves, for 166 physicians from U of C, U of A, and other universities. They compared groups using one-way analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA), with years since graduation as a covariate, and a Cohen d effect size calculation to assess the magnitude of the differences. RESULTS The authors analyzed review data for 498 physicians. The results of ANCOVA showed that no significant differences existed among schools for the self and the patient aggregate mean questionnaire scores. Aggregate mean questionnaire scores from the medical colleague and coworker surveys were significant, albeit with a small effect size. MANCOVA showed small but significant differences among schools on the aggregate mean factor scores for medical colleague, coworker, and patient questionnaires. CONCLUSIONS Although differences among schools exist, they are small. They suggest at least equivalent performance for graduates of three- and four-year medical schools who practice in Alberta.
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Affiliation(s)
- Jocelyn M Lockyer
- Office of Continuing Medical Education, 3330 Hospital Drive NW, Calgary, Alberta T2N 4N1, Canada.
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Harden RM. Five myths and the case against a European or national licensing examination. MEDICAL TEACHER 2009; 31:217-220. [PMID: 19811119 DOI: 10.1080/01421590902741155] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/26/2023]
Abstract
The introduction of a European licensing examination or national examinations, where these do not already exist, offers significant advantages. These are more than offset, however, by the disadvantages and the collateral damage incurred. Five myths about centralizing examinations are explored. Myth 1: The claim that a central examination will ensure that candidates are assessed in important areas of medical practice is unfounded. What tends to be assessed are learning outcomes that can be easily assessed. These are often not the important outcomes related to the overall competence of a doctor. Myth 2: It is claimed that a central examination will lead to improvements in assessment practice. The evidence is that this is not the case and that, in fact, a central examination stifles change and inhibits innovation. Myth 3: A central examination, it is suggested, will meet a need for greater uniformity. There is also an important need to recognize diversity. Myth 4: Central examinations are seen as an indicator that will track the performance of the system. The limitations of the data, however, are usually not recognized and there maybe unfortunate and unintended consequences if the results are used in this way. Myth 5: Finally, a major argument proposed for a European or national examination is that it will lead to safer medical practice and that this will protect the patient from substandard practitioners. There is, in fact, no evidence to support this argument. There is a need for further work and new initiatives on standards and quality improvement in assessment approaches. This can be achieved in a number of ways including monitoring the assessment process and sharing tools and assessment approaches between schools.
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Norman G. The end of educational science? ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2008; 13:385-389. [PMID: 18941917 DOI: 10.1007/s10459-008-9139-x] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/25/2008] [Accepted: 09/25/2008] [Indexed: 05/26/2023]
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