Burk-Rafel Jesse, Santen Sally A, Purkiss Joel
J. Burk-Rafel is an intern, Department of Medicine, New York University School of Medicine, New York, New York. He was previously a medical student, University of Michigan Medical School, Ann Arbor, Michigan; ORCID: http://orcid.org/0000-0003-3785-2154. S.A. Santen is assistant dean, Educational Research and Quality Improvement, and clinical professor of emergency medicine and learning health sciences, University of Michigan Medical School, Ann Arbor, Michigan; ORCID: http://orcid.org/0000-0002-8327-8002. J. Purkiss is assistant dean, Evaluation, Assessment, and Education Research, and assistant professor of internal medicine, Baylor College of Medicine, Houston, Texas. He was previously director, Evaluation and Assessment, University of Michigan Medical School, Ann Arbor, Michigan.
Acad Med. 2017 Nov;92(11S Association of American Medical Colleges Learn Serve Lead: Proceedings of the 56th Annual Research in Medical Education Sessions):S67-S74. doi: 10.1097/ACM.0000000000001916.
To determine medical students' study behaviors when preparing for the United States Medical Licensing Examination (USMLE) Step 1, and how these behaviors are associated with Step 1 scores when controlling for likely covariates.
The authors distributed a study-behaviors survey in 2014 and 2015 at their institution to two cohorts of medical students who had recently taken Step 1. Demographic and academic data were linked to responses. Descriptive statistics, bivariate correlations, and multiple linear regression analyses were performed.
Of 332 medical students, 274 (82.5%) participated. Most students (n = 211; 77.0%) began studying for Step 1 during their preclinical curriculum, increasing their intensity during a protected study period during which they averaged 11.0 hours studying per day (standard deviation [SD] 2.1) over a period of 35.3 days (SD 6.2). Students used numerous third-party resources, including reading an exam-specific 700-page review book on average 2.1 times (SD 0.8) and completing an average of 3,597 practice multiple-choice questions (SD 1,611). Initiating study prior to the designated study period, increased review book usage, and attempting more practice questions were all associated with higher Step 1 scores, even when controlling for Medical College Admission Test scores, preclinical exam performance, and self-identified score goal (adjusted R = 0.56, P < .001).
Medical students at one public institution engaged in a self-directed, "parallel" Step 1 curriculum using third-party study resources. Several study behaviors were associated with improved USMLE Step 1 performance, informing both institutional- and student-directed preparation for this high-stakes exam.
确定医学生在准备美国医师执照考试（USMLE）第一步时的学习行为，以及在控制可能的协变量时这些行为与第一步考试成绩之间的关联。
作者于2014年和2015年在其所在机构向两组最近参加过第一步考试的医学生发放了学习行为调查问卷。将人口统计学和学术数据与调查回复相关联。进行了描述性统计、双变量相关性分析和多元线性回归分析。
在332名医学生中，274名（82.5%）参与了调查。大多数学生（n = 211；77.0%）在临床前课程期间开始准备第一步考试，并在一个受保护的学习期间增加学习强度，在此期间他们平均每天学习11.0小时（标准差[SD] 2.1），持续35.3天（SD 6.2）。学生们使用了大量第三方资源，包括平均阅读一本700页的针对该考试的复习资料2.1次（SD 0.8），并平均完成3597道多项选择题练习（SD 1611）。即使在控制医学院入学考试成绩、临床前考试表现和自我设定的分数目标后，在指定学习期之前开始学习、增加复习资料使用量以及尝试更多练习题都与第一步考试的更高分数相关（调整后的R = 0.56，P < .001）。
一所公立机构的医学生使用第三方学习资源开展了自主的“平行”第一步课程。几种学习行为与USMLE第一步考试的更好表现相关，这为针对这场高风险考试的机构指导和学生自主准备提供了参考。
