Background: To determine whether the pre-medical Grade Point Average (GPA), Medical College Admission Test (MCAT), Internal examinations (Block) and National Board of Medical Examiners (NBME) scores are correlated with and predict the Medical Council of Canada Qualifying Examination Part I (MCCQE-1) scores.
Methods: Data from 392 admitted students in the graduating classes of 2010-2013 at University of Manitoba (UofM), College of Medicine was considered. Pearson's correlation to assess the strength of the relationship, multiple linear regression to estimate MCCQE-1 score and stepwise linear regression to investigate the amount of variance were employed.
Results: Complete data from 367 (94%) students were studied. The MCCQE-1 had a moderate-to-large positive correlation with NBME scores and Block scores but a low correlation with GPA and MCAT scores. The multiple linear regression model gives a good estimate of the MCCQE-1 (R2 =0.604). Stepwise regression analysis demonstrated that 59.2% of the variation in the MCCQE-1 was accounted for by the NBME, but only 1.9% by the Block exams, and negligible variation came from the GPA and the MCAT.
Conclusions: Amongst all the examinations used at UofM, the NBME is most closely correlated with MCCQE-1.
Download full-text PDF |
Source |
---|---|
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4830373 | PMC |
Objective: The authors aimed to determine if medical students' self-assessment of abilities and performance differed by gender during the psychiatry clerkship and if these differences were reflected objectively in test scores or clinical evaluations from educators.
Methods: Data from mid-clerkship self-assessments completed during the psychiatry core clerkship were reviewed from two classes of medical students. Students rated their performance on 14 items across five domains: knowledge/clinical reasoning, differential diagnosis, data presentation, studying skills, and teamwork as "below," "at," or "above expected level.
Cureus
November 2024
Department of Medical Education, Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine, Fort Lauderdale, USA.
Medical school exams, like those by the National Board of Medical Examiners (NBME) and the United States Medical Licensing Examination (USMLE), assess essential knowledge and skills for safe patient care, essential for student advancement and securing competitive residencies. Understanding the correlation between exam scores and medical school performance, as well as identifying trends among high scorers, provides valuable insights for both medical students and educators. This review examines the link between study resources and NBME exam scores, as well as psychological factors influencing these outcomes.
View Article and Find Full Text PDFBMC Med Educ
December 2024
Department of Medicine, Montefiore Medical Center, Albert Einstein College of Medicine Bronx, New York, NY, USA.
Background: Since the elimination of numerical scoring of the United States Medical Licensing Examination (USMLE) Step 1, the perceived importance of USMLE Step 2 Clinical Knowledge (CK) scores in residency placement has increased. It is known that socioeconomic status (SES) and other demographic factors can be barriers to success in standardized assessment, but few recent studies report the relationship between student demographics, including SES, with Step 2 CK scores in the context of exam practice material access and usage. In this study, we investigated predictors of Step 2 CK success across two years at one institution.
View Article and Find Full Text PDFAnn Plast Surg
December 2024
From the Department of Plastic, Burn and Wound Surgery.
Background: The Plastic Surgery Common Application (PSCA) was introduced in the 2020-2021 integrated plastic surgery match cycle. We investigated the accuracy of medical student-reported quantitative metrics in the PSCA.
Methods: Quantifiable data from 1 year of PSCA applications were compared between matched and unmatched students.
BMC Med Educ
November 2024
Kirk Kerkorian School of Medicine, Las Vegas, Nevada, USA.
Introduction/background: Peer-led teaching sessions (PLTS) supplement conventional medical education, allowing students to share knowledge effectively. PLTS have shown significant academic benefits for student instructors. However, the impact on attendees, especially concerning NBME-style examinations, remains underexplored.
View Article and Find Full Text PDFEnter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!