Does the NBME Surgery Shelf exam constitute a “double jeopardy” of USMLE Step 1 performance?

Ryan, Michael S.; Colbert-Getz, Jorie M.; Glenn, Salem N.; Browning, Joel

doi:10.1016/j.amjsurg.2016.11.045

Cited by 8 publications

(2 citation statements)

References 13 publications

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“…Clerkships should limit the weight that standardized examination scores, such as National Board of Medical Examiners (NBME) subject examination scores, have in determining a student's grade. [24][25][26][60][61][62] Differences between population group outcomes in standardized examinations likely reflect the impact of structural racism and unequal educational opportunities on URG students. 24,26 Limiting the weight of examination scores on final grades might also enable students to focus on other important patient skills that they need to develop.…”

Section: Institution/organizationmentioning

confidence: 99%

Aiming for Equity in Clerkship Grading: Recommendations for Reducing the Effects of Structural and Individual Bias

Onumah

Lai

Levine

et al. 2021

The American Journal of Medicine

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Section: Institution/organizationmentioning

confidence: 99%

Aiming for Equity in Clerkship Grading: Recommendations for Reducing the Effects of Structural and Individual Bias

Onumah

Lai

Levine

et al. 2021

The American Journal of Medicine

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“…The National Board of Medical Examiners' (NBME) subject exams remain frequent tools in determining clerkship grades and differentiating among students within an institution [1,2]. Concerns have been raised that the transition to Pass/Fail grading of the United States Medical Licensing Exams (USMLE) Step 1 will emphasize clerkship grades and the USMLE Step 2 exam as key differentiators in residency selection [3][4][5][6].…”

Section: Introductionmentioning

confidence: 99%

Multivariate Modeling of Student Performance on NBME Subject Exams

Alexander¹,

Shenvi²,

Nichols³

et al. 2023

Cureus

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Aim This study sought to determine whether it was possible to develop statistical models which could be used to accurately correlate student performance on clinical subject exams based on their National Board of Medical Examiner (NBME) self-assessment performance and other variables, described below, as such tools are not currently available. Methods Students at a large public medical school were provided fee vouchers for NBME self-assessments before clinical subject exams. Multivariate regression models were then developed based on how self-assessment performance correlated to student success on the subsequent subject exam (Medicine, Surgery, Family Medicine, Obstetrics-Gynecology, Pediatrics, and Psychiatry) while controlling for the proximity of the self-assessment to the exam, USMLE Step 1 score, and the academic quarter. Results The variables analyzed satisfied the requirements of linear regression. The correlation strength of individual variables and overall models varied by discipline and outcome (equated percent correct or percentile, Model R 2 Range: 0.1799-0.4915). All models showed statistical significance on the Omnibus F-test (p<0.001). Conclusion The correlation coefficients demonstrate that these models have weak to moderate predictive value, dependent on the clinical subject, in predicting student performance; however, this varies widely based on the subject exam in question. The next step is to utilize these models to identify struggling students to determine if their use reduces failure rates and to further improve model accuracy by controlling for additional variables.

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