The United States Medical Licensing Examination Step 1 Is Changing—US Medical Curricula Should Too

Liu, Benjamin D.

doi:10.2196/20182

Cited by 5 publications

(3 citation statements)

References 6 publications

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“…While the mention of international opportunities was scarce, the low percentage of fellowship match lists was particularly concerning, given that over 90% of residents choose to complete an orthopedic surgery fellowship following graduation [ 22 ]. We also found that, despite the anticipated changes to application metrics, including scoring changes to USMLE Step 1, only 28.0% (53/189) of websites mentioned USMLE Step 2 application requirements and 14.3% (27/189) indicated preferences for an eSLOR [ 23 ].…”

Section: Discussionmentioning

confidence: 99%

Orthopedic Surgery Residency Program Website Content and Accessibility During the COVID-19 Pandemic: Observational Study

Shatanofy¹,

Brown²,

Berger³

et al. 2021

JMIR Med Educ

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Background The exceptional competitiveness of the orthopedic surgery specialty, combined with the unclear impact of the COVID-19 pandemic on residency recruitment, has presented significant challenges to applicants and residency program directors. With limited in-person opportunities in the 2020-2021 application cycle, applicants have been pressed to gauge chances and best fit by browsing program websites. Objective The aim of the study was to assess the accessibility and content of accredited orthopedic surgery residency program websites during the COVID-19 pandemic. Methods Using the online database of the Electronic Residency Application Service (ERAS), we compiled a list of accredited orthopedic surgery residency programs in the United States. Program websites were evaluated across four domains: program overview, education, research opportunities, and application details. Each website was assessed twice in July 2020, during a period of adjustment to the COVID-19 pandemic, and twice in November 2020, following the October ERAS application deadline. Results A total of 189 accredited orthopedic surgery residency programs were identified through ERAS. Of these programs, 3 (1.6%) did not have functional website links on ERAS. Data analysis of content in each domain revealed that most websites included program details, a description of the didactic curriculum, and sample rotation schedules. Between the two evaluation periods in July and November 2020, the percentage of program websites containing informative videos and virtual tours rose from 12.2% (23/189) to 48.1% (91/189; P<.001) and from 0.5% (1/189) to 13.2% (25/189; P<.001), respectively. However, the number of programs that included information about a virtual subinternship or virtual interview on their websites did not change. Over the 4-month period, larger residency programs with 5 or more residents were significantly more likely to add a program video (P<.001) or virtual tour (P<.001) to their websites. Conclusions Most residency program websites offered program details and an overview of educational and research opportunities; however, few addressed the virtual transition of interviews and subinternships during the COVID-19 pandemic.

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Section: Discussionmentioning

confidence: 99%

Orthopedic Surgery Residency Program Website Content and Accessibility During the COVID-19 Pandemic: Observational Study

Shatanofy¹,

Brown²,

Berger³

et al. 2021

JMIR Med Educ

View full text Add to dashboard Cite

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“…Now, the digital age has generated new tools to support this mastery such as online interactive platforms [ 1 - 3 ]. Tools and resources that embrace spaced repetition and retrieval-based practice have demonstrated considerable effectiveness and use in all disciplines [ 4 – 7 ]. Spaced repetition derives from the spacing effect coined in Hermann Ebbinghaus’s book, Memory: A Contribution to Experimental Psychology , in which he found that continuous repetition spaced in time produces stronger memories [ 8 ].…”

Section: Introductionmentioning

confidence: 99%

A Cohort Study Assessing the Impact of Anki as a Spaced Repetition Tool on Academic Performance in Medical School

et al. 2023

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Introduction Anki is an application that capitalizes upon the techniques of spaced repetition and is increasingly utilized by medical students for examination preparation. This study examines the impact of Anki usage in a medical school curriculum on academic performance. Secondary objectives analyzed individual Anki utilization and a qualitative assessment of Anki use. Methods A cohort-control study was conducted at Boonshoft School of Medicine. One hundred thirty first-year medical students were enrolled in an Anki utilization training program from July 2021 to September 2021. Training included educational Anki courses and subsequent survey data collection over Anki usage. Data variables included all course final examinations, the Comprehensive Basic Science Exam (CBSE), individual Anki user statistics, nationally standardized exams scores, and Qualtrics surveys on student perceived ease of use. Results Seventy-eight students reported using Anki for at least one of the exams, and 52 students did not use Anki for any exam. Anki users scored significantly higher across all four exams: Course I (6.4%; p < 0.001); Course II (6.2%; p = 0.002); Course III (7.0%; p = 0.002); and CBSE (12.9%; p = 0.003). Students who reported higher dependency on Anki for studying performed significantly better on the Course I, II, and CBSE exams. Conclusion Anki usage may be associated with an increase in standardized examination scores. This supports Anki as an evidence-based spaced repetition and active retrieval learning modality for medical school standardized examinations. There was little correlation between its specific statistical markers and examination performance. This is pertinent to physicians and medical students alike as the learning and preservation of biomedical knowledge is required for examinations and effective clinical care.

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“…Acknowledging that it is not possible to memorize everything in Medicine, and the presence of other attractable learning resources (the United States Medical Licensing Examination [USMLE]) might be plausible to absenteeism. However, USMLE's recent pass/fail adoption may positively influence traditional lecture attendance [5].…”

Section: Introductionmentioning

confidence: 99%

Chronotype, Daytime Sleepiness, and Related Factors Effects on Skipping Classroom among Medical Students in Tabuk

Aqahtani,

Albalawi,

Alotaibi

et al. 2023

Sudan JMS

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Background: Lecture attendance is very critical in medical practice. Good sleep hygiene is crucial for academic performance. Therefore, this research aimed to assess the relationship between daytime sleepiness and the chronotype, and skipping the classroom. Methods: A cross-sectional study was conducted among medical Students in Tabuk from April 2022 to July 2022. Three hundred and thirty-four medical students were randomly selected. A standardized questionnaire based on the daytime sleepiness scale, morningness–eveningness questionnaire, and risk for skipping classrooms was used. The students detailed their sleeping habits for two weeks and then responded to the questionnaire distributed directly by the researchers who attended to solve any difficulties. Results: Out of the 334 students,74.7% skipped the classroom last month. The most common reason for absence was the lecturer directly reading from the slide show (72.8%), followed by late lectures (67.8%), lecturers’ presentation skills (65.6%), and lack of interest (57.9%). Daytime sleepiness was evident in 40.1% of the students and was associated with skipping lectures (Wald, 3.86, P-value, 0.049, and 95% CI, 0.19–0.91). The majority were intermediate chronotypes (66.4%), followed by evening chronotypes (24.2%) with no association with skipping classrooms. Conclusion: Skipping lectures is common among medical students in Tabuk City, Saudi Arabia; the causes were lecture timing, daytime sleepiness, and lecturers’ presentation skills. Most students were an intermediate chronotype that was not associated with classroom absence. Further larger multi-center studies are needed.

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The United States Medical Licensing Examination Step 1 Is Changing—US Medical Curricula Should Too

Cited by 5 publications

References 6 publications

Orthopedic Surgery Residency Program Website Content and Accessibility During the COVID-19 Pandemic: Observational Study

Orthopedic Surgery Residency Program Website Content and Accessibility During the COVID-19 Pandemic: Observational Study

A Cohort Study Assessing the Impact of Anki as a Spaced Repetition Tool on Academic Performance in Medical School

Chronotype, Daytime Sleepiness, and Related Factors Effects on Skipping Classroom among Medical Students in Tabuk

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