The Relationship Between Performance on a Medical School’s Clinical Skills Assessment and USMLE Step 2 CS

Berg, Katherine; Winward, Marci; Clauser, Brian E.; Veloski, Judith A.; Berg, Dale; Dillon, Gerard F.; Veloski, J. Jon

doi:10.1097/acm.0b013e318183cb5c

Cited by 20 publications

(16 citation statements)

References 7 publications

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“…Although several additional aspects of clinical competence were assessed in the examinations (e.g. selection of laboratory tests, patient management), composites generated from the four aspects selected were considered to best reflect the key components of clinical information gathering and interpretation and to be the most direct analogue of the USMLE Step 2 Clinical Skill examination 22 …”

Section: Methodsmentioning

confidence: 99%

Biomedical knowledge, clinical cognition and diagnostic justification: a structural equation model

et al. 2013

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Context The process whereby medical students employ integrated analytic and non‐analytic diagnostic strategies is not fully understood. Analysing academic performance data could provide a perspective complementary to that of laboratory experiments when investigating the nature of diagnostic strategy. This study examined the performance data of medical students in an integrated curriculum to determine the relative contributions of biomedical knowledge and clinical pattern recognition to diagnostic strategy. Methods Structural equation modelling was used to examine the relationship between biomedical knowledge and clinical cognition (clinical information gathering and interpretation) assessed in Years 1 and 2 of medical school and their relative contributions to diagnostic justification assessed at the beginning of Year 4. Modelling was applied to the academic performance data of 133 medical students who received their md degrees in 2011 and 2012. Results The model satisfactorily fit the data. The correlation between biomedical knowledge and clinical cognition was low–moderate (0.26). The paths between these two constructs and diagnostic justification were moderate and slightly favoured biomedical knowledge (0.47 and 0.40 for biomedical knowledge and clinical cognition, respectively). Conclusions The findings suggest that within the first 2 years of medical school, students possessed separate, but complementary, cognitive tools, comprising biomedical knowledge and clinical pattern recognition, which contributed to an integrated diagnostic strategy at the beginning of Year 4. Assessing diagnostic justification, which requires students to make their thinking explicit, may promote the integration of analytic and non‐analytic processing into diagnostic strategy.

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Section: Methodsmentioning

confidence: 99%

Biomedical knowledge, clinical cognition and diagnostic justification: a structural equation model

et al. 2013

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“…(8,9) Second, this finding may also relate to the time lapse between the two measures; the study's sample size was not large enough to statistically adjust for the effects of time and interventions such as feedback and remediation. (10) In other words, the clinical and technical skills of the medical students may have improved more than their interpersonal skills before the end of their undergraduate training, as they would have spent time and effort preparing for the clinical skills examination of the National Medical Licensing Examination, administered at the end of their undergraduate training. Repeated practice could narrow the gaps between the students' performance in clinical and technical skills before and after graduation, whereas their performance in patient-physician interaction might have remained unchanged or underwent little change because of the lack of emphasis on this area.…”

Section: Discussionmentioning

confidence: 99%

Does medical students' clinical performance affect the actual performance during medical internship?

Han¹,

Chung²

2016

smedj

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INTRODUCTIONIt is crucial that medical students acquire appropriate clinical skills. These skills include the ability to gather and interpret information provided by patients, as well as the ability to formulate treatment plans based on medical knowledge obtained in preclinical/clinical courses and interactions with patients during their clinical clerkship. The clinical performance of medical students is expected to affect their future performance as doctors.In 1975, Harden et al (1) introduced a structured clinical examination that assessed the performance of medical students based on factors such as their skills, attitudes, problem-solving abilities and factual knowledge. The implementation of clinical skills examinations had a positive effect on the clinical performance of medical graduates. Medical graduates who passed a clinical skills examination were less likely to be judged as deficient when compared to those who had not taken the examination. (2,3) The relationship between the performance of medical students in clinical skills examinations and their actual performance as doctors (as rated by supervising directors) has yet to be definitively established. In one study, the clinical performance of students was found to be positively associated with their supervising consultants' assessment during their preregistration house officer year; however, this result did not reach the conventional levels of statistical significance.(4) In a different study, although statistical significance was also not shown, the score among all the parameters of the students' performance was found to be more correlated with the students' performance as first-year residents. On the other hand, one study showed that only the interpersonal score from the prototype examination correlated with the students' future performance as interns. (6) The Clinical Performance Examination (CPX) assesses communication skills, professional attributes, clinical skills and knowledge in realistic clinical encounters, (7) while the Objective Structured Clinical Examination (OSCE) measures technical skills. Thus, we hypothesised that the performance of a student in the CPX and OSCE could affect his or her performance as a doctor. The present study aimed to investigate whether the clinical performance of medical students, as measured by the CPX and OSCE, would be able to predict their performance as doctors in a clinical setting. This study also aimed to identify which component(s) of the students' performance in the CPX and OSCE was dominant in the relationship with their actual performance as doctors.

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“…For four additional cases, these postencounter abilities were measured by having students write a SOAP (Subjective, Objective, Assessment, Plan) note in the manner used by the United States Medical Licensing Examination on the Step 2 Clinical Skills examination. [10][11][12] Those cases were excluded from this study because, in the SCCX, students were already being asked to write an assessment of the patient using a different scoring scheme. We felt that asking them to do a DXJ also would be redundant.…”

Section: Test Materialsmentioning

confidence: 99%

Examining the Diagnostic Justification Abilities of Fourth-Year Medical Students

Williams

Klamen

2012

Academic Medicine

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The Relationship Between Performance on a Medical School’s Clinical Skills Assessment and USMLE Step 2 CS

Cited by 20 publications

References 7 publications

Biomedical knowledge, clinical cognition and diagnostic justification: a structural equation model

Biomedical knowledge, clinical cognition and diagnostic justification: a structural equation model

Does medical students' clinical performance affect the actual performance during medical internship?

Examining the Diagnostic Justification Abilities of Fourth-Year Medical Students

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