Preparing to take the USMLE Step 1: a survey on medical students’ self-reported study habits

Kumar, Andre; Shah, Maulik; Maley, Jason H.; Evron, Joshua M.; Gyftopoulos, Alex; Miller, Chad

doi:10.1136/postgradmedj-2014-133081

Cited by 46 publications

(36 citation statements)

References 11 publications

(15 reference statements)

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“…While there has been research into the types of learning approaches (Arnold & Feighny, 1995), the social habits of successful students (Ogenler & Selvi, 2014), and study habits during dedicated USMLE Step 1 study time (Kumar et al, 2015), research is lacking about the specific study methods usedduring the first two years of medical school. Abdulghani et al (2014) used focus group discussion to qualitatively analyze habits of successful studentsand found certain themes that emerged.In particular, we were interested in what types of resources and study habits students use during the first two years of medical school, and in turn how effective these resources and habits are, measured by how well the students who use them perform in class.…”

Section: Introductionmentioning

confidence: 99%

Study Habits of Medical Students: An Analysis of which Study Habits Most Contribute to Success in the Preclinical Years

Liles¹,

Vuk²,

Tariq³

2018

MedEdPublish

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Academic performance during the first two years of medical school is an important predictor of success on the United States Medical Licensing Exam Step 1. Research is lacking into what study methods successful students use, with success being defined as achieving a grade point average of above 90% in all or in most of the courses in the preclinical years.This study sought to identify specific study habits that successful students use and to demonstrate an association between preclinical grades and Step 1 scores. In this study, an anonymous survey was sent to first, second, and third year medical students that included various questions about their study habits, as well as their course grades (A, B, C, or fail) and, if applicable, their Step 1 score. Results demonstrated statistically significant differences existed between Step 1 scores and grades in the second year of medical school, with A students earning higher scores. A students tended to attend class, limit use of online lectures, study for 6-8 hours a day, and review lectures the same day they were given significantly more than B and C students did. This study demonstrates that certain study habits are employed consistently by successful students. These study habits should be shared with medical students early in the preclinical years to help students reach maximum potential both in class and on Step 1, which in turn will allow students to match into their choice of residency.

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Section: Introductionmentioning

confidence: 99%

Study Habits of Medical Students: An Analysis of which Study Habits Most Contribute to Success in the Preclinical Years

Liles¹,

Vuk²,

Tariq³

2018

MedEdPublish

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“…While enrolling in commercial coaching classes does not improve Step 1 performance, the importance of self-assessment practice questions and question banks in improving student understanding of the subject while simultaneously enhancing performance on standardized tests is well-known [23,24]. For example, students who self-assessed with 4,001-6,000 practice questions scored higher on USMLE Step 1 than those who took less than 2,000 questions [19]. Out of 399 usable responses in this study, 390 participants (97.7%) elected to use at least one practice test; 383 participants (96%) used UWorld QBank as a resource.…”

Section: Discussionmentioning

confidence: 99%

“…Another important factor influencing Step 1 scores is the use of specific study and evaluation materials while preparing for the examination, such as question banks. Indeed, the use of question banks has a positive effect on Step 1 scores, especially for those with lower MCAT scores [16][17][18][19]. Similarly, performance on self-assessment tests may also help predict Step 1 scores [18].…”

Section: Introductionmentioning

confidence: 99%

Correlation of Medical College Admission Test Scores and Self-assessment Materials with the United States Medical Licensing Examination Step 1 Performance

Seal

Koek

Sharma

2020

Cureus

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Candidates' performance on the United States Medical Licensing Examination (USMLE) Step 1 examination had been correlated with the Medical College Admission Test (MCAT). However, in 2015, a new MCAT format was released and its correlation with Step 1 remains to be fully analyzed. Preparation for Step 1 typically involves purchasing and perusing practice tests from the National Board of Medical Examiners (NBME) and UWorld; however, their predictive value to performance on Step 1 remains to be ascertained, especially with the release of five new NBME practice tests. Additionally, there is a need for accurately predicting Step 1 scores to self-evaluate study progress and reduce student anxiety. Rationale Program directors rank USMLE Step 1 scores as the number one criterion in selecting interviewees for residency. Step 1 scores are more important than Step 2 scores, Dean's letter, or other letters of recommendation in determining the overall ranking of a candidate after interviews. Hypotheses The authors hypothesized that the new MCAT scores correlated positively with Step 1 scores and that the new NBME practice tests were more predictive of performance on Step 1 as compared to old NBME tests. Methods Linear regression analysis followed by either analysis of variance (ANOVA) or Student's t-tests were used to analyze 399 responses. Data obtained was used to update an existing Step 1 score predictor, which was then validated. Results A positive correlation between the MCAT (average score: 510.1 ± 6.3) and Step 1 scores (average score: 246.1 ± 14.2) was observed. While new NBME practice tests were more predictive of Step 1 scores than old NBME tests, UWorld test scores were the most predictive. Students who practiced with the new NBME practice tests scored significantly higher than students who did not use them. However, students using any of the UWorld practice tests did significantly better than students who practiced using only NBME practice tests but not UWorld practice tests. Ironically, NBME 16, the second-most correlative test to Step 1 performance, is no longer available for purchase. Overall, taking six or more practice tests significantly enhanced Step 1 scores; the optimal number of tests 1 2 3

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“…In addition to further supporting the call to reevaluate the utilisation of credit hours in determining academic expectations, this study is one of the first to describe a process that triangulates assumptions, predictions and selfreports in evaluating student time use. Although many studies have relied on students' perceptions or delayed recall of their time use, 5,9,20 some have established methodologies to measure student time use with time-logging instruments. [6][7][8]22,25 However, the current authors were unable to identify any previous research utilising student and faculty staff predictions, real-time time logging and student reflections in the time use evaluation process and hence the present study represents the first to do so.…”

Section: Discussionmentioning

confidence: 99%

“…Most students report spending considerably less than 2 hours studying and preparing for each course credit hour. 18 Although previous efforts have drawn attention to students' use of time and its relationship to academic performance 5,6,8,9,[19][20][21][22][23][24][25] and medical clerkship activities, [26][27][28][29] students' habits in terms of their academic use of time and its connection to curriculum development have not been effectively addressed. In an era of increasing accountability at all levels of higher education, there is a critical need to better understand how data can be used to inform curricular decision making and evidence-based quality improvement efforts.…”

mentioning

confidence: 99%

Assessing student academic time use: assumptions, predictions and realities

Zeeman¹,

Kang

Angelo

2018

Medical Education

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Context In an era of medical education reform and increasing accountability at all levels of higher education, there is a need to understand how the time in which students engage in academic activities can inform evidence‐based quality improvement of the curriculum. Time logging provides an opportunity to quantify student use of academic time and guide data‐informed decision making in curriculum design. Objectives This study aimed to evaluate faculty staff and student predictions of students’ academic time use and to assess students’ reported academic time use. Methods Graduate‐level professional students engaged in a time use exercise during the first semester of Year 1 (autumn 2015) and second semester of Year 2 (spring 2017) of a redesigned curriculum launched in autumn 2015. This exercise involved three key activities: (i) prediction of time use; (ii) time logging, and (iii) reflection on time use. Key faculty staff predicted students’ weekday time use in both semesters. Results Students’ predictions of academic time use strongly correlated with their reported academic time use during both the first semester of Year 1 and second semester of Year 2 (r = 0.55 and r = 0.53, respectively). Faculty members’ predictions of academic time use did not correlate with student academic time use during either semester. Although 63.8% of Year‐1 students reported the time use exercise motivated them to change their time use, students reported spending similar amounts of time on academic activities during the first semester of Year 1 (7.8 ± 1.5 hours per weekday) and the second semester of Year 2 (7.9 ± 2.0 hours per weekday). Most students reported that the exercise had been useful and indicated that their logged time accurately reflected their actual time use. Conclusions Although curriculum reform efforts may always require that some assumptions be made, time logging can quantify students’ academic use of time. Although students predict their use of time more accurately than do faculty staff, negligible changes in students’ academic time use despite reported desires to make changes indicate that students’ academic time use may remain inelastic. Educators must consider these findings as they design curricula, identify academic rigour, and establish student expectations of academic time use.

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Preparing to take the USMLE Step 1: a survey on medical students’ self-reported study habits

Abstract: Certain self-reported study habits may correlate with a higher Step 1 score compared with others. Given the importance of achieving a high Step 1 score on residency choice, it is important to further identify which characteristics may lead to a higher score.

Cited by 46 publications

References 11 publications

Study Habits of Medical Students: An Analysis of which Study Habits Most Contribute to Success in the Preclinical Years

Study Habits of Medical Students: An Analysis of which Study Habits Most Contribute to Success in the Preclinical Years

Correlation of Medical College Admission Test Scores and Self-assessment Materials with the United States Medical Licensing Examination Step 1 Performance

Assessing student academic time use: assumptions, predictions and realities

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