Andriole Dorothy A, Jeffe Donna B, Hageman Heather L, Whelan Alison J
Washington University School of Medicine, Campus Box 8210, St. Louis, MO 63110, USA.
Acad Med. 2005 Oct;80(10 Suppl):S21-4. doi: 10.1097/00001888-200510001-00009.
Academic and other student-specific variables associated with United States Medical Licensing Examination (USMLE) Step 3 performance have not been fully defined.
We analyzed Step 3 scores in association with medical school academic-performance measures, gender, residency specialty, and first postgraduate year (PGY-l) of training program-director performance evaluations.
There were significant first-order associations between Step 3 scores and each of USMLE Step 1 and Step 2 scores, third-year clerkships' grade point average (GPA), Alpha Omega Alpha election, Medical Scientist Training Program graduation, broad-based specialty residency training, and PGY-l performance evaluation score. In a multiple linear regression model accounting for over 50% of the total variance in Step 3 scores, Step 2 scores, broad-based-specialty residency training, and GPA independently predicted Step 3 scores.
Individualized Step 3 scores provide medical schools with additional means to externally validate their educational programs and to enhance the scope of outcomes assessments for their graduates.
与美国医师执照考试（USMLE）第三步成绩相关的学术及其他学生特定变量尚未完全明确。
我们分析了第三步成绩与医学院校学业成绩指标、性别、住院医师专科、以及培训项目主任绩效评估的第一年住院医师培训（PGY-1）之间的关联。
第三步成绩与USMLE第一步和第二步成绩、三年级临床实习平均绩点（GPA）、入选阿尔法欧米茄阿尔法荣誉学会、医学科学家培训项目毕业、广泛专科住院医师培训以及PGY-1绩效评估分数之间均存在显著的一级关联。在一个解释了第三步成绩总方差超过50%的多元线性回归模型中，第二步成绩、广泛专科住院医师培训和GPA独立预测了第三步成绩。
个性化的第三步成绩为医学院校提供了额外手段，用以从外部验证其教育项目，并扩大对其毕业生的结果评估范围。
