Impact of Students' Scheduling Choice on Clerkship Examination Score Performance in a Time-Varying Competency-Based Curriculum.

Purpose: Standardized end-of-clerkship examinations typically occur on the last day of the clerkship. However, recent trends toward time-varying competency-based medical education have offered students more test scheduling flexibility, creating an opportunity to study the impact of student-selected examination timing.

Method: Starting with the graduating class of 2018, students took the required standardized end-of-core clerkship examinations at any available time they chose during their clinical years.

Preclinical Assessment Performance as a Predictor of USMLE Step 1 Scores or Passing Status.

Purpose: To determine the association between student performance on preclinical pass/fail assessments in an allopathic medical school curriculum and Step 1 scores or passing status.

Materials And Methods: This observational retrospective study involved preclinical assessments, including National Board of Medical Examiners Customized Assessment Services (NBME CAS) exams, faculty developed exams, and the United States Medical Licensing Examination (USMLE) Step 1 from 582 medical students in four cohorts (2018-2021). Analyses included descriptive statistics, Pearson's correlation coefficient (ρ) and logistic regression, presented as odds ratios (ORs) and associated values.

Development and evaluation of a simulation-based transition to clerkship course.

Background: Transition to clerkship courses bridge the curricular gap between preclinical and clinical medical education. However, despite the use of simulation-based teaching techniques in other aspects of medical training, these techniques have not been adequately described in transition courses. We describe the development, structure and evaluation of a simulation-based transition to clerkship course.

An observational study of an approach to accommodate a fourth-year to third-year neurology clerkship curricular transition.

: Curricular transformation can result in bulges in students' clinical placements.: To report on learner outcomes associated with a competency-based opt-out approach for a required 4-year neurology clerkship.: During Oregon Health & Science University's recent undergraduate medical education curricular transformation, a 4-week required neurology clerkship transitioned from the fourth-year to the third-year in academic year 2016-17.