Influence of curriculum type on student performance in the United States Medical Licensing Examination Step 1 and Step 2 exams: problem-based learning vs. lecture-based curriculum.

Introduction: The results of the United States Medical Licensing Examination Step 1 and 2 examinations are reported for students enrolled in a problem-based and traditional lecture-based curricula over a seven-year period at a single institution. There were no statistically significant differences in mean scores on either examination over the seven year period as a whole. There were statistically significant main effects noted by cohort year and curricular track for both the Step 1 and 2 examinations.

An ethical paradox: the effect of unethical conduct on medical students' values.

Objective: To report the ethical development of medical students across four years of education at one medical school.

Design And Setting: A questionnaire was distributed to all four classes at the Wake Forest University School of Medicine during the Spring of 1996.

Participants: Three hundred and three students provided demographic information as well as information concerning their ethical development both as current medical students and future interns.