Keltner Case, Haedinger Leslie, Carney Patricia A, Bonura Erin M
School of Medicine, Oregon Health & Science University, 3181 SW Sam Jackson Park Rd, Portland, OR 97239 USA.
Oregon Health & Science University, Portland, OR USA.
Med Sci Educ. 2021 Jun 7;31(4):1453-1462. doi: 10.1007/s40670-021-01334-7. eCollection 2021 Aug.
To determine the association between student performance on preclinical pass/fail assessments in an allopathic medical school curriculum and Step 1 scores or passing status.
This observational retrospective study involved preclinical assessments, including National Board of Medical Examiners Customized Assessment Services (NBME CAS) exams, faculty developed exams, and the United States Medical Licensing Examination (USMLE) Step 1 from 582 medical students in four cohorts (2018-2021). Analyses included descriptive statistics, Pearson's correlation coefficient (ρ) and logistic regression, presented as odds ratios (ORs) and associated values.
Mean scores on Component 4 end-of-block NBME CAS examinations positively correlated with Step 1 scores (ρ = 0.83, < .001), as did mean scores on both Component 1 weekly faculty-created assessments and Component 3 end-of-block faculty-created assessments (ρ = 0.70, < .001; ρ = 0.73, < .001). Passing all Component 3 end-of-block faculty-created assessments in all blocks was associated with passing Step 1 (OR = 8.66, < .001). Independently, passing all Component 4 NBME CAS exams or passing all Component 1 weekly faculty-derived assessments in all blocks did not correlate with passing Step 1 (OR = 2.40, = .12.; OR = 0.29, = .30). Passing all assessment types in all blocks was among the strongest correlators with passing Step 1 (OR = 9.026, < .001).
Scores on faculty-derived and NBME CAS end-of-block assessments were positively correlated with Step 1 scores. Passing status on institution-derived end-of-block assessments was associated with passing Step 1, whereas passing status on weekly institution-derived assessments or end-of-block NBME CAS assessments was not associated with passing Step 1. End-of-block pass/fail NBME CAS and faculty-derived preclinical examinations may help prepare students for Step 1 and predict their outcomes. Weekly faculty-created assessments should primarily be used to continuously reinforce educational material.
确定在一所opathic医学院课程中，学生临床前及格/不及格评估成绩与美国医师执照考试第一步（Step 1）成绩或及格状态之间的关联。
这项观察性回顾性研究涉及临床前评估，包括美国国家医学考试委员会定制评估服务（NBME CAS）考试、教师编制的考试以及来自四个队列（2018 - 2021年）的582名医学生的美国医师执照考试第一步（USMLE Step 1）。分析包括描述性统计、皮尔逊相关系数（ρ）和逻辑回归，以比值比（OR）和相关值表示。
NBME CAS考试第四部分模块结束时的平均成绩与第一步成绩呈正相关（ρ = 0.83，P <.001），教师编制的第一部分每周评估和第三部分模块结束时评估的平均成绩也呈正相关（ρ = 0.70，P <.001；ρ = 0.73，P <.001）。在所有模块中通过所有教师编制的第三部分模块结束时评估与通过第一步考试相关（OR = 8.66，P <.001）。单独来看，在所有模块中通过所有NBME CAS考试第四部分或通过所有教师编制的第一部分每周评估与通过第一步考试无关（OR = 2.40，P =.12；OR = 0.29，P =.30）。在所有模块中通过所有评估类型是与通过第一步考试最强的相关因素之一（OR = 9.026，P <.001）。
教师编制的和NBME CAS模块结束时评估的成绩与第一步成绩呈正相关。机构编制的模块结束时评估的及格状态与通过第一步考试相关，而每周机构编制评估或模块结束时NBME CAS评估的及格状态与通过第一步考试无关。模块结束时及格/不及格的NBME CAS和教师编制的临床前考试可能有助于学生为第一步考试做准备并预测他们的考试结果。教师每周编制的评估应主要用于持续强化教学内容。
