Student USMLE Step 1 Preparation and Performance

Zhang, Chi; Rauchwarger, Abby; Toth, Cynthia A.; O’Connell, Mark

doi:10.1007/s10459-004-3925-x

Cited by 31 publications

(29 citation statements)

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“…Therefore, test preparation does play some role in exam performance. Zhang and colleagues however showed that exam performance was closely related to class rank and was independent of preparation technique (Zhang, Rauchwarger, Toth, & O'Connell, 2004). Furthermore, scores on the Medical College Admissions Test (MCAT) correlate closely with performance on USMLE Step 1(Julian, 2005).…”

Section: Discussionmentioning

confidence: 99%

“…These results were similar to what Zhang and colleagues found at University of Miami School of Medicine (UMSM). With the use of ANCOVA and the second year GPA as a covariate, Zhang's group found that participation in preparation courses had no significant effect on student USMLE Step 1 performance when second-year GPA was controlled (Zhang et al, 2004). The novel finding we did report is that the use of the USMLE World question bank provided a statistically significant improvement on USMLE Step 1 scores.…”

Section: Discussionmentioning

confidence: 99%

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Investigating the Impact of Preparation Strategies on USMLE Step 1 Performance

Bonasso¹,

Lucke‐Wold²,

Reed³

et al. 2015

MedEdPublish

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Background The USMLE Step 1 score helps differentiate applicants for competitive residency programs. Students frequently ask medical educators how to prepare for this high-stakes exam. Multiple resources exist such as books, training programs, and question banks. The purpose of this study is to provide medical educators with data on which resources correlate with higher exam scores. Methods 164 medical students at West Virginia University School of Medicine were given a survey following the completion of Step 1. The survey contained questions about resources used and exam date. De-identified data was paired with class quartile rankings and Step 1 scores. Average Step 1 scores were calculated for each resource and a student's t-test was used to compare between groups. Test dates were also broken into quintiles and average Step 1 scores were compared between groups. Results Students who used the USMLE World question bank had higher Step 1 scores (M=229, SE=1.4) compared to students who did not use this resource (M=215, SE=4.2). Commercial preparation courses were not associated with improved scores. The timing of when the exam was taken was also not associated with significant differences between scores. Conclusions Interactive study options offer the best choice to improve USMLE Step 1 scores.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Investigating the Impact of Preparation Strategies on USMLE Step 1 Performance

Bonasso¹,

Lucke‐Wold²,

Reed³

et al. 2015

MedEdPublish

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“…This research focuses on exams that occur once the student is in medical school, such as the USMLE step 1 exam [26,27], and often involve relatively small samples. [27] While there is some research on applicant preferences for new processes such as the Multiple Mini Interview (MMI) over traditional approaches [28,29], we found only one other study that had investigated student attitudes to parts of the selection process [30]. Their results correspond with the difficulties outlined in our study such as cost and perceived level of difficulty but only included those who had been successful in the medical school selection process.…”

Section: Discussionmentioning

confidence: 99%

The impact of preparatory activities on medical school selection outcomes: a cross-sectional survey of applicants to the university of Adelaide medical school in 2007

et al. 2013

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BackgroundSelection into medical school is highly competitive with more applicants than places. Little is known about the preparation that applicants undertake for this high stakes process. The study aims to determine what preparatory activities applicants undertake and what difficulties they encounter for each stage of the application process to medical school and in particular what impact these have on the outcome.MethodsA cross-sectional survey of 1097 applicants who applied for a place in the University of Adelaide Medical School in 2007 and participated in the UMAT (Undergraduate Medicine and Health Sciences Admission Test) and oral assessment components of the selection process. The main outcome measures were an offer of an interview and offer of a place in the medical school and were analysed using logistic regression.ResultsThe odds of a successful outcome increased with each additional preparatory activity undertaken for the UMAT (odds ratio 1.22, 95% confidence interval 1.11 to 1.33; P < 0.001) and the oral assessment (1.36, 1.19 to 1.55; P < 0.001) stage of selection. The UMAT preparatory activities associated with the offer of an interview were attendance of a training course by a private organisation (1.75, 1.35 to 2.27: P < 0.001), use of online services of a private organisation (1.58, 1.23 to 2.04; P < 0.001), and familiarising oneself with the process (1.52, 1.15 to 2.00; p = 0.021). The oral assessment activities associated with an offer of a place included refining and learning a personal resume (9.73, 2.97 to 31.88; P < 0.001) and learning about the course structure (2.05, 1.29 to 3.26; P = 0.022).For the UMAT, applicants who found difficulties with learning for this type of test (0.47, 0.35 to 0.63: P < 0.001), with the timing of UMAT in terms of school exams (0.48, 0.5 to 0.66; P < 0.001) and with the inability to convey personal skills with the UMAT (0.67, 0.52 to 0.86; P = 0.026) were significantly less likely to be offered an interview.ConclusionsMedical schools make an enormous effort to undertake a selection process that is fair and equitable and which selects students most appropriate for medical school and the course they provide. Our results indicate that performance in the selection processes can be improved by training. However, if these preparatory activities may be limited to those who can access them, the playing field is not even and increasing equity of access to medical schools will not be achieved.

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“…3 Since the USMLE Step 1 exam is the initial licensing exam in the United States which assesses students’ application of basic science knowledge to clinical scenarios presented as clinical vignettes, numerous studies have focused on identifying possible performance predictors. Pre-matriculation and matriculation data have been investigated in detail, and medical gross anatomy performance, 4 medical school performance, 5 and prior standardized test performance 6,7 appear to be related to Step 1 performance. …”

Section: Introductionmentioning

confidence: 99%

“…For instance, developing a sound study schedule 5 and completing thousands of q-bank questions during the preparation phase appear to be associated with Step 1 success. Students who have the ability to self-regulate and monitor their learning are more effective learners due to their repertoire of learning and study strategies.…”

Section: Introductionmentioning

confidence: 99%

Are study strategies related to medical licensing exam performance?

et al. 2014

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Objectives:To examine the relationship between study strategies and performance on a high stakes medical licensing exam entitled the United States Medical Licensing Examination Step 1.Methods:The action research project included seventy nine student participants at the Texas A&M Health Science Center College of Medicine during their pre-clinical education. Data collection included pre-matriculation and matriculation academic performance data, standardized exam data, and the Learning and Study Strategies Instrument. Multiple regression analyses were conducted. For both models, the dependent variable was the Step 1 score, and the independent variables included Medical College Admission Test, Undergraduate Grade Point Average, Year 1 Average, Year 2 Average, Customized National Board of Medical Examiners Average, Comprehensive Basic Science Exam score, and Learning and Study Strategy Instrument sub-scores. Model 2 added Comprehensive Basic Science Self-Assessment average.Results:Concentration (Model 1 - β = .264; Model 2 - β = .254) was the only study strategy correlated with Step 1 performance. The other statistically significant predictors were Customized National Board of Medical Examiners Average (β = .315) and Year 2 Average (β = .280) in Model 1 and Comprehensive Basic Science Self-Assessment Average (β = .338) in Model 2.Conclusions:There does appear to be a relationship between the study strategy concentration and Step 1 licensing exam performance. Teaching students to practice and utilize certain techniques to improve concentration skills when preparing for and taking exams may help improve licensing exam scores.

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Student USMLE Step 1 Preparation and Performance

Abstract: Performance on Step 1 is related to academic performance in medical school and not the type of preparation methods.

Cited by 31 publications

References 10 publications

Investigating the Impact of Preparation Strategies on USMLE Step 1 Performance

Investigating the Impact of Preparation Strategies on USMLE Step 1 Performance

The impact of preparatory activities on medical school selection outcomes: a cross-sectional survey of applicants to the university of Adelaide medical school in 2007

Are study strategies related to medical licensing exam performance?

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