No Medical Student Left Behind: A Study to Examine the Effects of Structured Step 1 Support within our Curriculum
Introduction: The University of Texas Southwestern Medical School (UT Southwestern) developed a required, pass/fail Step 1 preparation course in conjunction with their new curriculum to support students with structure, encouragement, and accountability. This study examined the Step 1 performance of...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
F1000 Research Ltd
2019-09-01
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| Series: | MedEdPublish |
| Subjects: | |
| Online Access: | https://www.mededpublish.org/Manuscripts/2525 |
| _version_ | 1818337965011632128 |
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| author | Arlene Sachs Blake Barker Angela Mihalic Dorothy Sendelbach Carol Wortham Robert Rege |
| author_facet | Arlene Sachs Blake Barker Angela Mihalic Dorothy Sendelbach Carol Wortham Robert Rege |
| author_sort | Arlene Sachs |
| collection | DOAJ |
| description | Introduction: The University of Texas Southwestern Medical School (UT Southwestern) developed a required, pass/fail Step 1 preparation course in conjunction with their new curriculum to support students with structure, encouragement, and accountability. This study examined the Step 1 performance of students who have taken the prep course after completing pre-clinical coursework and factors which predicted outcomes.
Methods: Data were collected between January 2017 and July 2018 from 453 2nd-year medical students enrolled in the six week course. Multilinear regression and Chi-squared analysis were performed to compare pre-clinical course performance with Step 1 readiness and outcomes.
Results: Average course final exam scores and CBSSA results were significantly and directly associated with Step 1 scores. Pre-clinical exam performance, practice exam scores at the beginning of the Step 1 preparation period and an increase in practice exam scores over the study period correlated with Step 1 performance. The percent pass rates and mean scores in 2017 were at 97% and 235, but in 2018, no student failed Step 1 (100% pass rate), and the mean score rose to 239.
Discussion and Conclusion: A structured Step 1 Prep Course was well-accepted by students. Exam performance can be predicted from pre-clerkship performance and progress made during the course on practice exams and early intervention for at-risk students can improve performance of at-risk students. |
| first_indexed | 2024-12-13T15:03:35Z |
| format | Article |
| id | doaj.art-85cf75e25a764329a18b79844d094cf1 |
| institution | Directory Open Access Journal |
| issn | 2312-7996 |
| language | English |
| last_indexed | 2024-12-13T15:03:35Z |
| publishDate | 2019-09-01 |
| publisher | F1000 Research Ltd |
| record_format | Article |
| series | MedEdPublish |
| spelling | doaj.art-85cf75e25a764329a18b79844d094cf12022-12-21T23:41:05ZengF1000 Research LtdMedEdPublish2312-79962019-09-0183No Medical Student Left Behind: A Study to Examine the Effects of Structured Step 1 Support within our CurriculumArlene Sachs0Blake Barker1Angela Mihalic2Dorothy Sendelbach3Carol Wortham4Robert Rege5University of Texas Southwestern Medical SchoolUniversity of Texas Southwestern Medical SchoolUniversity of Texas Southwestern Medical SchoolUniversity of Texas Southwestern Medical SchoolUniversity of Texas Southwestern Medical SchoolUniversity of Texas Southwestern Medical SchoolIntroduction: The University of Texas Southwestern Medical School (UT Southwestern) developed a required, pass/fail Step 1 preparation course in conjunction with their new curriculum to support students with structure, encouragement, and accountability. This study examined the Step 1 performance of students who have taken the prep course after completing pre-clinical coursework and factors which predicted outcomes. Methods: Data were collected between January 2017 and July 2018 from 453 2nd-year medical students enrolled in the six week course. Multilinear regression and Chi-squared analysis were performed to compare pre-clinical course performance with Step 1 readiness and outcomes. Results: Average course final exam scores and CBSSA results were significantly and directly associated with Step 1 scores. Pre-clinical exam performance, practice exam scores at the beginning of the Step 1 preparation period and an increase in practice exam scores over the study period correlated with Step 1 performance. The percent pass rates and mean scores in 2017 were at 97% and 235, but in 2018, no student failed Step 1 (100% pass rate), and the mean score rose to 239. Discussion and Conclusion: A structured Step 1 Prep Course was well-accepted by students. Exam performance can be predicted from pre-clerkship performance and progress made during the course on practice exams and early intervention for at-risk students can improve performance of at-risk students.https://www.mededpublish.org/Manuscripts/2525USMLE – Step 1teaching and learningeducational strategies |
| spellingShingle | Arlene Sachs Blake Barker Angela Mihalic Dorothy Sendelbach Carol Wortham Robert Rege No Medical Student Left Behind: A Study to Examine the Effects of Structured Step 1 Support within our Curriculum MedEdPublish USMLE – Step 1 teaching and learning educational strategies |
| title | No Medical Student Left Behind: A Study to Examine the Effects of Structured Step 1 Support within our Curriculum |
| title_full | No Medical Student Left Behind: A Study to Examine the Effects of Structured Step 1 Support within our Curriculum |
| title_fullStr | No Medical Student Left Behind: A Study to Examine the Effects of Structured Step 1 Support within our Curriculum |
| title_full_unstemmed | No Medical Student Left Behind: A Study to Examine the Effects of Structured Step 1 Support within our Curriculum |
| title_short | No Medical Student Left Behind: A Study to Examine the Effects of Structured Step 1 Support within our Curriculum |
| title_sort | no medical student left behind a study to examine the effects of structured step 1 support within our curriculum |
| topic | USMLE – Step 1 teaching and learning educational strategies |
| url | https://www.mededpublish.org/Manuscripts/2525 |
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