Factors related to the achievement of the National License Examination Part 1 of medical students in Faculty of Medicine Vajira Hospital, Navamindradhiraj University

Abstract

Introduction: National License Examination (NLE) is organized by the Consortium of Thai Medical Schools to assess the competency of medical students. Part I-NLE involves an evaluation of basic science knowledge. Our objective was to evaluate factors associated with the results of part-I NLE. Methods: Learning attitude and behavior, preparation for and attitude towards the NLE were surveyed by a questionnaire given to all third to fifth year students (in 2010) at the institution. Additional data collected were: gender, admission and aptitude tests scores, cumulative grade point average (GPA) during the first two years, and the results of part-I NLE. Association of these factors and the results of the examination were studied. Results: Mean age of 206 participants was 21.1 + 0.74 years. 55% were female 45% male. Mean aptitude and admission scores were 18.9 + 2.64 and 51.4 ± 8.75, respectively while mean of GPA was 3.0 ± 0.33. From the questionnaire: mean scores of learning behavior, preparation and attitude towards the NLE were 3.3 ± 0.40, 3.1 ± 0.57, and 3.3 ± 0.61, respectively. There were174/ 206 students who passed the NLE. Factors significantly associated with achievement were: good GPA > 3.0, good learning behaviors (score > 3.0), and good preparation for the examination (score > 3.2). Conclusions: Recent academic effort and performance (represented as GPA and behaviors in learning and preparation for the examination) were more important than remote academic background (represented as aptitude and admission scores).Medical teachers should stimulate students to have continuous effort in learning and preparation for the examination.

Factors influencing the National License Examination step 1 score in preclinical medical students

“…For multiple linear regression analyses, the comprehensive examination score and scores of subjects taught in the first and the second preclinical years, especially gross anatomy and pharmacology scores, contributed significantly to the models predicting the NLE1 score. Our results were consistent with previous studies showing that the higher comprehensive score (16,38), GPA (31), and academic performance (38) were associated with the higher score of the national license examination. These results suggest that academic achievement during regular classes and a comprehensive examination had very strong associations with the NLE1 score.…”

“…Correlation analyses showed that both NLE1 and comprehensive examination scores were positively correlated with percentile of exam expectation and were negatively correlated with nonacademic internet use in the regular period (h/day) and stress level in the period approaching the NLE1. Our results were consistent with a previous study showing that good learning behavior and good exam preparation were positively correlated with the higher NLE1 score (31). Furthermore, the results regarding time spent on nonacademic internet use corresponded with a previous study showing that the higher time spent on internet use for nonacademic purposes was associated with the lower academic performance (29).…”

“…For the NLE1 score, residence background, grade point average (GPA) of preclinical years, good learning behaviors, attitude toward learning in the classrooms, concentration on class activity, and good preparation for the examination were shown to be positively associated (31,34). However, a previous study, which asked the participants to rate each question on a 1-5 scale of agreement, did not reveal substantial attitude, activity, or study habits of participants (31). Quantifiable factors regarding attitude, activities, or behaviors of students that have positive influences on the NLE1 score have not been studied.…”

CPIRD: A successful Thai programme to produce clinically competent medical graduates

“…The first step of the MLE focuses on basic science knowledge, the second step on clinical science knowledge, and the third step on both knowledge and clinical skills evaluation. This is to standardize the basic competencies of graduate physicians and to assure health consumers have a standard health care service 8 .…”