Yousem Ilyssa J, Liu Li, Aygun Nafi, Yousem David M
Division of Neuroradiology, The Russell H. Morgan Department of Radiology and Radiological Science, The Johns Hopkins Medical Institutions, Baltimore, Maryland.
Division of Neuroradiology, The Russell H. Morgan Department of Radiology and Radiological Science, The Johns Hopkins Medical Institutions, Baltimore, Maryland.
J Am Coll Radiol. 2016 Apr;13(4):438-44.e2. doi: 10.1016/j.jacr.2015.10.024. Epub 2016 Feb 28.
Many neuroradiology programs use United States Medical Licensing Examination (USMLE) scores to assess fellowship candidates. The authors hypothesized that because they are taken several years before fellowship, USMLE scores would correlate poorly with success in fellowship training as measured by faculty evaluations.
USMLE scores from 10 years of neuroradiology fellows (n = 73) were compared with their cumulative mean E*Value scores from their fellowship years and their best-to-worst rankings within their fellowship years. If available, subspecialty certification scores were also factored as an outcome. Linear correlation and regression analyses were performed adjusting for gender, medical school site, and practice setting after fellowship.
USMLE Step 1, 2, and 3 scores were available for 69, 64, and 56 fellows, respectively. Fellowship EValue scores and rankings showed statistically significant (P < .05) correlations with all USMLE scores, but most strongly for Step 1 scores and EValue grade (r = 0.443) and rank (r = 0.370). The mean USMLE Step 1 score of the top-ranked fellows (234.5) was significantly higher than that of the bottom-ranked fellows (217.7). The correlations of E*Value score and rank with USMLE Step 1 and 2 scores remained after adjusting for gender and American versus foreign medical school, but the medical school site attended also was an independent predictor of fellowship evaluations. Subspecialty certification scores did not show correlations but were underpowered (n = 28).
USMLE Step 1 and 2 scores correlated significantly with success in neuroradiology fellowship, measured by faculty assessments of the six core competencies. Using the scores as a means of assessing candidates for positions is justified.
许多神经放射学培训项目使用美国医师执照考试（USMLE）成绩来评估申请专科培训的候选人。作者推测，由于USMLE考试成绩是在专科培训前几年获得的，因此其与专科培训成功与否（以教员评估衡量）之间的相关性较差。
将10年中神经放射学专科培训学员（n = 73）的USMLE成绩与其专科培训期间的累积平均E*Value分数以及专科培训期间从最好到最差的排名进行比较。如果有可用数据，亚专业认证分数也作为一项结果因素纳入分析。在对性别、医学院校所在地以及专科培训后的执业环境进行校正后，进行线性相关和回归分析。
分别有69名、64名和56名学员获得了USMLE第1、2和3步考试的成绩。专科培训的EValue分数和排名与所有USMLE成绩均显示出具有统计学意义（P < 0.05）的相关性，但与第1步考试成绩和EValue等级（r = 0.443）以及排名（r = 0.370）的相关性最强。排名靠前的学员的USMLE第1步考试平均成绩（234.5）显著高于排名靠后的学员（217.7）。在校正性别以及美国本土与国外医学院校因素后，E*Value分数和排名与USMLE第1和2步考试成绩之间的相关性依然存在，但所就读的医学院校所在地也是专科培训评估的一个独立预测因素。亚专业认证分数未显示出相关性，但由于样本量不足（n = 28）。
通过教员对六项核心能力的评估来衡量，USMLE第1和2步考试成绩与神经放射学专科培训的成功显著相关。将这些成绩作为评估职位候选人的一种方式是合理的。
