US Medical Student Performance on the NBME Subject Examination in Internal Medicine: Do Clerkship Sequence and Clerkship Length Matter?

Ouyang, Wenli; Cuddy, Monica M.; Swanson, David B.

doi:10.1007/s11606-015-3337-z

Cited by 32 publications

(17 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Their progress is ahead of findings in the literature that state that students tend to do better on shelf exams after completing more clerkships. 8 The longitudinal students’ performance on the shelf exam reinforced these projections. Although the difference was not statistically significant, longitudinal students had a higher average shelf exam score than block 1 students when this was taken toward the end of the year, presumably after gaining overall experience.…”

Section: Discussionmentioning

confidence: 81%

Where Do We Go From Here? Assessing Medical Students’ Surgery Clerkship Preparedness During COVID-19

Silva

Hernandez

Kim

et al. 2021

Journal of Surgical Education

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 81%

Where Do We Go From Here? Assessing Medical Students’ Surgery Clerkship Preparedness During COVID-19

Silva

Hernandez

Kim

et al. 2021

Journal of Surgical Education

View full text Add to dashboard Cite

“…The National Board of Medical Examiners Subject Exams (NBMESE) is a highly regarded tool used in the assessment of the clinical knowledge that students acquired during clerkship (Bass et al, 1997;Elnicki, Lescisin and Case, 2002). Furthermore many reports in the United States (US) highlight the relationship of NBME scores with the quality of clinical teaching and student clinical experiences (Nahum, 2004;Griffith et al, 2009;Ramchandani, 2011;Dong et al, 2014;Myers et al, 2014;Ouyang, Cuddy and Swanson, 2015;Casey et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Does performance on United States national board of medical examiners reflect student clinical experiences in United Arab Emirates?

Bakoush¹,

Dhanhani²,

Al-Shamsi³

et al. 2019

MedEdPublish

View full text Add to dashboard Cite

Background: A number of medical schools around the world use the United States National Board of Medical Examiners Subject Examinations as a clerkship assessment of student performance, yet these exams were blueprinted against the United States national core clerkship curriculum which might not be the same as the local curricula to which they are applied in other parts of the world. In this study, we investigated the correlations between the internal medicine clinical experiences at United Arab Emirates University with student performance on the National Board of Medical Examiners subject of internal medicine (NBME). Methods: One hundred and seven junior clerkship students out of 145 (74%) who finished their Internal Medicine clerkship during academic years 2014-2015 and 2015-2016 participated in this study. The students' clinical experiences were measured by the clinical learning evaluation questionnaire (CLEQ) and by the logged number of meaningful patient contacts during their internal medicine clerkship. Results: Linear regression analysis showed no significant association between performance on the subject test and student clinical experiences measured by the CLEQ or the number of logged patients. NBME scores were weakly correlated with OSCEs scores (ɸ 0.20). Conclusions: The study findings raised uncertainties about the suitability of using NBME in the clerkship assessment program in the United Arab Emirates.

show abstract

“…with differences in standardized examination scores previously, were also not significantly associated with differences in examination scores in this study (rotation number: b 5 20.13, 95% CI 20.46 to 0.20, p 5 0.43; male sex: b 5 20.20, 95% CI 22.1 to 1.7, p 5 0.84). After adjusting for age and level of training (established factors shown to be associated with standardized testing performance), [15][16][17][18][19] higher self-reported goal achievement was significantly associated with a 1.7-point-higher mean NBME shelf examination score (b 5 21.7, 95% CI 0.1-3.2, p 5 0.04).…”

mentioning

confidence: 99%

“…NBME shelf examination scores were not associated with self-reported goal achievement in our unadjusted model. After adjusting for 2 factors that have been consistently associated with standardized testing performance in multiple studies, [15][16][17][18][19] significantly higher examination scores were found in those reporting greater goal attainment. According to the goal-setting theory by Locke and Latham, 20 establishing specific high-level goals leads to more internal motivation, greater personal investment, improved satisfaction, and a higher level of performance.…”

mentioning

confidence: 99%

Neurology clerkship goals and their effect on learning and satisfaction

Strowd¹,

Salas²,

Cruz³

et al. 2016

Neurology

View full text Add to dashboard Cite

Objective: To define medical student goals in the neurology clerkship and explore the association between goal setting and student performance, clerkship satisfaction, self-directed learning (SDL), and interest in neurology.Methods: A 4-year prospective study of consecutive second-to fourth-year medical students rotating through a required 4-week neurology clerkship was conducted. A goal-generating cohort (first 2 years) was enrolled to describe the breadth of student-derived goals. A goal-evaluating cohort (second 2 years) was used to evaluate the frequency of goal achievement and assess associations with performance (e.g., National Board of Medical Examiners [NBME], examination), satisfaction, and SDL behaviors (both based on 5-point Likert scale).Results: Of 440 evaluable students, 201 were goal-generating and 239 goal-evaluating. The top 3 goals were (1) improvement in neurologic examination, (2) understanding neurologic disease, and (3) deriving a differential diagnosis. More than 90% (n 5 216/239) of students reported achieving goals. Achievers reported significantly higher clerkship satisfaction (4.2 6 0.8 vs 2.8 6 1.0, p , 0.0001), greater interest in neurology (71% vs 35%, p 5 0.001), and higher observed tendency toward SDL (4.5 6 0.5 vs 4.1 6 0.8, p , 0.0001). After adjusting for age and training, NBME scores were 1.7 points higher in achievers (95% confidence interval 0.1-3.2, p 5 0.04). Conclusion:Students consistently generated similar goals for a required neurology clerkship.Goal achievers had better adjusted standardized test scores, higher satisfaction, and greater tendency toward SDL. This student-generated, goal-setting program may be particularly appealing to clinicians, educators, and researchers seeking resource-lean mechanisms to improve student experience and performance in the clinical clerkships. Neurology ® 2016;86:684-691 GLOSSARY CI 5 confidence interval; NBME 5 National Board of Medical Examiners; NCC 5 neurology core clerkship; SDL 5 selfdirected learning.Goal setting is an essential component of medical practice. Physicians and patients routinely set treatment goals, therapists and physiatrists begin rehabilitation with shared team goal setting, health care teams work to establish goals of care, and numerous practitioners use goal setting to change social and behavioral habits to improve health. Goal setting is also an important component of medical education. Goal-setting theory has influenced student, teacher, and curricular design for more than 4 decades. 1 The importance of goal setting is not new to education. Learning objectives in the clerkships have long represented instructor-generated expectations and provide the basis for assessment.2,3 Student-derived goals also provide a crucial method for self-reflection, motivation, and verbalization of student expectations. 4 Numerous studies have evaluated the effects of goal setting on nonmedical learners, 4,5 firstyear and senior medical students, and residents. [6][7][8][9][10][11] Two studies evaluating goal setting in ...

show abstract

US Medical Student Performance on the NBME Subject Examination in Internal Medicine: Do Clerkship Sequence and Clerkship Length Matter?

Cited by 32 publications

References 11 publications

Where Do We Go From Here? Assessing Medical Students’ Surgery Clerkship Preparedness During COVID-19

Where Do We Go From Here? Assessing Medical Students’ Surgery Clerkship Preparedness During COVID-19

Does performance on United States national board of medical examiners reflect student clinical experiences in United Arab Emirates?

Neurology clerkship goals and their effect on learning and satisfaction

Contact Info

Product

Resources

About