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Improving Passage Rate on USMLE Step 2 Clinical Skills: Results from a Pilot Program. | LitMetric

AI Article Synopsis

  • - The USMLE Step 2 Clinical Skills (Step 2 CS) is critical for residency entry, and performance standards were raised in 2017, likely lowering passage rates for both US and international students.
  • - A new standardized patient-based examination with structured feedback was developed to help students prepare for Step 2 CS, showing promising results with a significant participation rate and a reduction in local failure rates.
  • - After the intervention, the local failure rate dropped from 4.5% to 2.1%, while national rates increased slightly; the positive impact suggests that similar educational innovations could help other institutions improve student outcomes.

Article Abstract

In the United States (US), successful passage of United States Medical Licensing Examination (USMLE) Step 2 Clinical Skills (Step 2 CS) is required to enter into residency training. In 2017, the USMLE announced an increase in performance standards for Step 2 CS. As a consequence, it is anticipated that the passage rate for the examination will decrease significantly for both US and international students. While many US institutions offer a cumulative clinical skills examination, their effect on Step 2 CS passage rates has not been studied. The authors developed a six-case, standardized patient (SP)-based examination to mirror Step 2 CS and measured impact on subsequent Step 2 CS passage rates. Students were provided structured quantitative and qualitative feedback and were given a final designation of "pass" or "fail" for the practice examination. A total of 173 out of 184 (94.5%) students participated in the examination. Twenty SPs and $26,000 in direct costs were required. The local failure rate for Step 2 CS declined from 4.5% in the year proceeding the intervention to 2.1% following the intervention. In the same timeframe, the US failure rate for Step 2 CS increased from 3.8 to 5.1%, though the difference between local and national groups was not significantly different ( = .07). Based on the initial success of the intervention, educational leaders may consider developing a similar innovation to optimize passage rates at their institutions.

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Source
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC8368555PMC
http://dx.doi.org/10.1007/s40670-019-00768-4DOI Listing

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