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Academic and Professional Career Outcomes of Medical School Graduates Who Failed USMLE Step 1 on the First Attempt
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McDougle, Leon; Mavis, Brian E.; Jeffe, Donna B.; Roberts, Nicole K.; Ephgrave, Kimberly; Hageman, Heather L.; Lypson, Monica L.; Thomas, Lauree; Andriole, Dorothy A. – Advances in Health Sciences Education, 2013
This study sought to determine the academic and professional outcomes of medical school graduates who failed the United States Licensing Examination Step 1 on the first attempt. This retrospective cohort study was based on pooled data from 2,003 graduates of six Midwestern medical schools in the classes of 1997-2002. Demographic, academic, and…
Descriptors: College Graduates, Medical Education, Medical Schools, Physicians
Phase-In of the NBME Comprehensive Part I Examination.
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Swanson, David B.; And Others – Academic Medicine, 1991
Major changes in the content and format, standard-setting procedures, and score reporting policies in the National Board of Medical Examiners' comprehensive Part I examination are described. The phase-in of the United States Medical Licensing Examination and implications for score use are also discussed. (Author/MSE)
Descriptors: Higher Education, Licensing Examinations (Professions), Medical Education, Professional Education
Predicting Student Performances at a Minority Professional School. AIR 2001 Annual Forum Paper.
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Chen, Chau-Kuang; Campbell, Vickie C.; Suleiman, Ahmad – 2001
This study attempted to build the best fitting prediction model, with high predictive validity, for success at a minority professional school. The resulting model could be used to document the effectiveness of academic programs and applicant screening. Data for 216 medical students from the college were used to evaluate the usefulness of the…
Descriptors: Academic Achievement, Higher Education, Medical Education, Medical Students
The USMLE, the NBME Subject Examinations, and Assessment of Individual Academic Achievement.
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Hoffman, Kaaren I. – Academic Medicine, 1993
The appropriateness of using Steps 1 and 2 of the United States Medical Licensing Examination (USMLE) to make individual academic decisions and the appropriateness of determining course grades with scores from the National Board of Medical Examiners (NBME) subject tests are examined. Underlying philosophical and psychometric assumptions are…
Descriptors: Academic Achievement, Educational Philosophy, Grading, Higher Education
Use of the USMLE to Select Residents.
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Berner, Eta S.; And Others – Academic Medicine, 1993
It is proposed that, despite the fact that no large body of data from the United States Medical Licensing Examination (USMLE) is available, predictive validity of National Board of Medical Examiners test scores supports use of USMLE scores for screening potential new medical residents. (Author/MSE)
Descriptors: Academic Achievement, Admission Criteria, Graduate Medical Education, Higher Education
Use of NBME and USMLE Examinations to Evaluate Medical Education Programs.
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Williams, Reed G. – Academic Medicine, 1993
Criteria are presented for determining whether licensure and/or achievement test results should be used for making various types of comparisons and judgments about medical education programs. The United States Medical Licensing Examination (USMLE) and National Board of Medical Examiners tests (NBME) are then considered as data sources. (Author/MSE)
Descriptors: Academic Achievement, Achievement Tests, Evaluation Criteria, Higher Education
Extended-Matching Items: A Practical Alternative to Free-Response Questions.
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Case, Susan M.; Swanson, David B. – Teaching and Learning in Medicine, 1993
Extended matching, a test item format used currently in medical licensing examinations, is described. Procedures for writing and reviewing such test items are outlined, test development and psychometric advantages are discussed, and issues in test administration and scoring are examined. The extended matching form is also seen as having uses for…
Descriptors: Clinical Diagnosis, Decision Making, Higher Education, Licensing Examinations (Professions)
The Relationship of Clinical Knowledge to Months of Clinical Training Among Medical Students.
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Vosti, Kenneth L.; And Others – Academic Medicine, 1997
A study of 217 Stanford University (California) Medical School graduates found clerkship experience lengths from 12 to 23 months; the median was 18 months. A highly significant correlation was found between longer clinical training and higher scores on Step 2 of the United States Medical Licensing Examination. Results suggest that decreasing…
Descriptors: Clinical Experience, Clinical Teaching (Health Professions), Curriculum Design, Higher Education
Background Essential to the Proper Use of Results of Step 1 and Step 2 of the USMLE.
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O'Donnell, M. J.; And Others – Academic Medicine, 1993
General information about Steps 1 and 2 of the United States Medical Licensing Examination (USMLE) are offered to support proper use of the results for three general, nonlicensure applications: (1) evaluation of academic achievement; (2) program evaluation; and (3) selection for residencies. (Author/MSE)
Descriptors: Academic Achievement, Admission Criteria, College Admission, Graduate Medical Education