A Change to Pass/Fail Grading in the First Two Years at One Medical School Results in Improved Psychological Well-Being

Bloodgood, Robert A.; Short, Jerry; Jackson, John M.; Martindale, James

doi:10.1097/acm.0b013e31819f6d78

Cited by 160 publications

(168 citation statements)

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“…2 Previous studies do not demonstrate significant differences in United States Medical Licensing Examination (USMLE) Step 1 and Step 2 scores after changing from tiered grading to pass/fail grading. 1,3,4 However, the studies were conducted at highly selective institutions, so the results may not be generalizable to all medical schools. Average USMLE scores also increased overall during the study periods, potentially masking the effect of pass/fail grading.…”

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confidence: 99%

“…[1][2][3] Students at schools with pass/fail grading have lower levels of stress, emotional exhaustion, and depersonalization, and are less likely to have burnout than those at schools with a grading system with three or more tiers (eg, Honors/Pass/Fail, A/B/C/F). 2 Previous studies do not demonstrate significant differences in United States Medical Licensing Examination (USMLE) Step 1 and Step 2 scores after changing from tiered grading to pass/fail grading.…”

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The Relationship Between Preclinical Grading and USMLE Scores in US Allopathic Medical Schools

Kim

George

2018

Fam Med

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Background and Objectives: Pass/fail preclinical grading is associated with improved student well-being. Studies do not demonstrate differences in United States Medical Licensing Examination (USMLE) scores after adopting pass/fail grading, but were conducted at unrepresentative, highly selective institutions, and average scores increased overall during the study periods. We investigated the effect of preclinical grading on USMLE scores across 96 US medical schools. Methods: Preclinical grading systems were identified with the 2017 Association of American Medical Colleges Medical School Admissions Requirements. Median undergraduate grade point average (GPA) and Medical College Admission Test (MCAT) scores and average Step 1 and Step 2 clinical knowledge (CK) scores were available for 96 of 142 US medical schools on US News Grad Compass. Multiple linear regression was used to adjust for entering student characteristics, and one-tailed Student’s t tests were used to test for noninferiority. Noninferiority margins were calculated using standard errors from the USMLE Score Interpretation Guidelines and average class size. Results: Fifty-six (58.3%) of 96 schools use pass/fail preclinical grading. After adjusting for MCAT, pass/fail grading was not associated with significant differences in average Step 1 (P=0.98) or Step 2 CK (P=0.63). The 90% confidence interval of the effect of pass/fail grading on Step 1 (-1.27, 1.24) did not cross the noninferiority margin of -1.33 (P=0.043). The 90% confidence interval for Step 2 CK (-1.46, 0.81) also did not cross the noninferiority margin of -1.5 (P=0.044). Conclusions: Pass/fail preclinical grading is noninferior to tiered preclinical grading in terms of USMLE scores.

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The Relationship Between Preclinical Grading and USMLE Scores in US Allopathic Medical Schools

Kim

George

2018

Fam Med

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“…Bloodgood et al 21 A Psicanálise deu o nome de "ambivalência" a essa facilidade para atitudes contraditórias. O relacionamento professor-aluno é, portanto, atravessado por afetos de amor e de ódio (ambivalência).…”

Section: (Professor Do Grupo 1) "Muitas Vezes Pro Aluno Pela Própriunclassified

Percepções e Sentimentos de Professores de Medicina frente à Avaliação dos Estudantes – um Processo Solitário

Megale

Ricas

Gontijo

et al. 2015

Rev. bras. educ. med.

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“…For example, with medical students, this approach has been found to reduce student stress and promote group cohesion [22]. It has reduced competition among students [23]. Further, a pass/fail approach reduced feelings of emotional exhaustion, depersonalization, burnout and the desire to drop out [24].…”

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Pass/Fail and Discretionary Grading: A Snapshot of Their Influences on Learning

Melrose¹

2017

OJN

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This article provides a snapshot of pass/fail and discretionary grading approaches, highlighting the advantages and disadvantages of each. Normreferenced and criterion-referenced grading practices and their associations with learning are identified. A brief historical backdrop illustrates how grading practices have evolved. The inherent subjectivity of grading is emphasized. Pass/fail grading supports intrinsic motivation and self-direction, but limits opportunities for recognizing excelling students. Discretionary grading, which includes letter (F− to A+) and numeric (0% to 100%) representations, supports extrinsic motivation and self-improvement, but promotes unhealthy competition. Both approaches have merit and can effectively measure student achievement in nursing education programs.

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A Change to Pass/Fail Grading in the First Two Years at One Medical School Results in Improved Psychological Well-Being

Cited by 160 publications

References 11 publications

The Relationship Between Preclinical Grading and USMLE Scores in US Allopathic Medical Schools

The Relationship Between Preclinical Grading and USMLE Scores in US Allopathic Medical Schools

Percepções e Sentimentos de Professores de Medicina frente à Avaliação dos Estudantes – um Processo Solitário

Pass/Fail and Discretionary Grading: A Snapshot of Their Influences on Learning

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