Factors Predictive of Performance on USMLE Step 1: Do Commercial Study Aids Improve Scores?

Parry, Stephanie; Pachunka, Joseph; Dallaghan, Gary L. Beck

doi:10.1007/s40670-019-00722-4

Cited by 13 publications

(19 citation statements)

References 24 publications

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“…In combination with other co‐variants, some studies have indicated that the use of these commercial learning resources is correlated with improved performance on these examinations 9,11 . In contrast, other studies have found that general academic medical school performance is a better predictor for USMLE Step 1 performance and that the use of commercial resources does not always results in better scores 12–14 …”

Section: Introductionmentioning

confidence: 99%

“…9,11 In contrast, other studies have found that general academic medical school performance is a better predictor for USMLE Step 1 performance and that the use of commercial resources does not always results in better scores. [12][13][14] The current generation of medical students grew up with computers and electronic media and feels comfortable using them. 15,16 Conversely, many current medical educators were introduced to electronic devices later in their careers and are often unsure which e-learning resources to use and how these resources support intended learning objectives.…”

Section: Introductionmentioning

confidence: 99%

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Brave new E‐world: Medical students’ preferences for and usage of electronic learning resources during two different phases of their education

et al. 2022

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Brave new E‐world: Medical students’ preferences for and usage of electronic learning resources during two different phases of their education

et al. 2022

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“…Empiric reports of commercial digital resources for medical student learning are limited and usually focus on licensing exam preparation [19][20][21][22][23][24][25][26]. One report found highly variable usage and a smaller proportion of students using Osmosis when it was provided to students for free without linkage to the curriculum.…”

Section: Discussionmentioning

confidence: 99%

Use of Commercially Produced Medical Education Videos in a Cardiovascular Curriculum: Multiple Cohort Study

Tackett¹,

Green²,

Dyal³

et al. 2021

JMIR Med Educ

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Background Short instructional videos can make learning more efficient through the application of multimedia principles, and video animations can illustrate the complex concepts and dynamic processes that are common in health sciences education. Commercially produced videos are commonly used by medical students but are rarely integrated into curricula. Objective Our goal was to examine student engagement with medical education videos incorporated into a preclinical Cardiovascular Systems course. Methods Students who took the first-year 8-week Cardiovascular Systems course in 2019 and 2020 were included in the study. Videos from Osmosis were recommended to be watched before live sessions throughout the course. Video use was monitored through dashboards, and course credit was given for watching videos. All students were emailed electronic surveys after the final exam asking about the course’s blended learning experience and use of videos. Osmosis usage data for number of video views, multiple choice questions, and flashcards were extracted from Osmosis dashboards. Results Overall, 232/359 (64.6%) students completed surveys, with rates by class of 81/154 (52.6%) for MD Class of 2022, 39/50 (78%) for MD/MPH Class of 2022, and 112/155 (72.3%) for MD Class of 2023. Osmosis dashboard data were available for all 359 students. All students received the full credit offered for Osmosis engagement, and learning analytics demonstrated regular usage of videos and other digital platform features. Survey responses indicated that most students found Osmosis videos to be helpful for learning (204/232, 87.9%; P=.001) and preferred Osmosis videos to the traditional lecture format (134/232, 57.8%; P<.001). Conclusions Commercial medical education videos may enhance curriculum with low faculty effort and improve students’ learning experiences. Findings from our experience at one medical school can guide the effective use of supplemental digital resources for learning, and related evaluation and research.

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“…It causes student angst when there are discrepancies between internal assessments and non‐curricular third‐party resources. One avenue for intervention is to be more deliberate and effective in validating internal assessments, correlating them with performance on national board exams, and keeping students informed about these relationships 6,31–33 . We anticipate that this tension will be resolved, in part, due to the impending changes in both the USMLE Step 1 and COMLEX grading to pass/fail.…”

Section: Discussionmentioning

confidence: 99%

Design of a foundational sciences curriculum: Applying the ICAP framework to pharmacology education in integrated medical curricula

Quesnelle

Zaveri

Schneid

et al. 2021

Pharmacology Res & Perspec

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Factors Predictive of Performance on USMLE Step 1: Do Commercial Study Aids Improve Scores?

Cited by 13 publications

References 24 publications

Brave new E‐world: Medical students’ preferences for and usage of electronic learning resources during two different phases of their education

Brave new E‐world: Medical students’ preferences for and usage of electronic learning resources during two different phases of their education

Use of Commercially Produced Medical Education Videos in a Cardiovascular Curriculum: Multiple Cohort Study

Design of a foundational sciences curriculum: Applying the ICAP framework to pharmacology education in integrated medical curricula

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