J.H. Baños is assistant dean, Student Success Programs, Department of Medical Education, University of Alabama School of Medicine, Birmingham, Alabama. M.E. Pepin is a doctoral student, Department of Biomedical Engineering, Medical Scientist Training Program, University of Alabama School of Medicine, Birmingham, Alabama. N. Van Wagoner is assistant dean for students, Department of Medical Education, University of Alabama School of Medicine, Birmingham, Alabama.
Acad Med. 2018 Mar;93(3):486-490. doi: 10.1097/ACM.0000000000001861.
The authors examined the usefulness of a commercially available Step 1 question bank as a formative academic support tool throughout organ-based modules in an integrated preclinical medical curriculum. The authors also determined the extent to which correlation between question bank utilization and academic metrics varied with Medical College Admission Test (MCAT) scores.
In 2015, a cohort of 185 first-year medical students at University of Alabama School of Medicine were provided with 18-month full access to a commercially available Step 1 question bank of over 2,100 items throughout organ-based modules, although there were no requirements for use. Data on student use of the question bank were collected via an online administrative portal. Relationships between question bank utilization and academic outcomes including exams, module grades, and United States Medical Licensing Examination (USMLE) Step 1 were determined using multiple linear regression.
MCAT scores and number of items attempted in the question bank significantly predicted all academic measures, with question bank utilization as the stronger predictor. The association between question bank utilization and academic outcome was stronger for individuals with lower MCAT scores.
The findings elucidate a novel academic support mechanism that, for some programs, may help bridge the gap between holistic and mission-based admissions practices and a residency match process that places a premium on USMLE exam scores. Distributed formative use of USMLE Step 1 practice questions may be of value as an academic support tool that benefits all students, but particularly those entering with lower MCAT scores.
作者研究了一种市售的 Step 1 题库在整合的临床前医学课程中作为形成性学术支持工具在器官模块中的有效性。作者还确定了题库使用与学业成绩之间的相关性与 MCAT 分数的相关性。
2015 年，阿拉巴马大学医学院的 185 名一年级医学生被提供了为期 18 个月的全面访问权限，可以访问一个市售的 Step 1 题库，其中包含超过 2100 道题，尽管没有使用要求。通过在线管理门户收集学生使用题库的数据。使用多元线性回归确定题库使用与包括考试、模块成绩和美国医师执照考试 (USMLE) Step 1 在内的学业成绩之间的关系。
MCAT 分数和题库中尝试的题数显著预测了所有学业成绩，且题库使用是更强的预测因素。对于 MCAT 分数较低的个体，题库使用与学业成绩之间的关联更强。
这些发现阐明了一种新的学术支持机制，对于某些项目而言，可能有助于弥合整体和基于使命的招生实践与重视 USMLE 考试成绩的住院医师匹配过程之间的差距。分布式使用 USMLE Step 1 练习题作为学术支持工具可能对所有学生都有价值，但对那些 MCAT 分数较低的学生尤其有益。
