Prasad Samiksha, Perez Christine, Carnevale Kate J F
Dr. Kiran C. Patel College of Allopathic Medicine, Nova Southeastern University, Fort Lauderdale, Florida, 33314, USA.
MedEdPublish (2016). 2024 Jul 2;14:20. doi: 10.12688/mep.19975.2. eCollection 2024.
The transition of the United States Medical Licensing Exam: Step 1 to Pass/Fail (P/F), from scored, caused uncertainty about students' preparedness and wellbeing related to the exam. Comparison of study behavior and results, before and after the P/F transition can provide insights for the medical curriculum and student support. The aim of this study is to evaluate students' perceptions of their efforts in Step 1 preparation, as compared to cohort performances to determine the impact of the transition of Step 1 to P/F on medical students.
Data from four cohorts of second-year medical students (Class of 2022-25, N = 204) were collected from their dedicated Step 1 self-study block. Student study regiments, aggregate practice test results, Step 1 pass rates and post-block self-reported surveys were analyzed qualitatively to compare student effort and outcomes for scores and P/F cohorts.
Analysis of practice exam averages across the four student cohorts demonstrates a potentially slower and less rigorous start to Step 1 self-studying during the dedicated preparation block for the cohorts that took the P/F Step 1 exam format as compared to the previous cohorts that prepared for a scored Step 1 exam. Similarly, self-reported study regiments decreased in the median number of hours/day and number of weeks of study for the cohorts with P/F Step 1 exam. There was also a slight shift in the type of study resources used, between the two groups, with the scored group using more traditional board preparation resources.
The P/F transition of the Step 1 exam may lead to reduced student preparedness and may require adjustments in the resources and support provided by institutions.
美国医师执照考试第一步（USMLE Step 1）从计分制转变为通过/未通过（P/F）制，引发了学生对与该考试相关的准备情况和身心健康的不确定性。比较P/F制转变前后的学习行为和成绩，可为医学课程和学生支持提供见解。本研究的目的是评估学生对其在第一步考试准备中的努力的看法，并与同届学生的表现进行比较，以确定第一步考试转变为P/F制对医学生的影响。
收集了四届二年级医学生（2022 - 2025届，N = 204）在其专门的第一步自学阶段的数据。对学生的学习计划、综合模拟考试结果、第一步考试通过率以及自学阶段后的自我报告调查进行定性分析，以比较计分制和P/F制同届学生的努力程度和考试结果。
对四个学生群体的模拟考试平均分分析表明，与之前准备计分制第一步考试的同届学生相比，采用P/F制第一步考试形式的同届学生在专门的准备阶段开始第一步自学时，可能起步较慢且不够严格。同样，采用P/F制第一步考试的同届学生自我报告的学习计划在每天学习小时数中位数和学习周数方面有所减少。两组学生使用的学习资源类型也略有变化，计分制组使用更多传统的备考资源。
第一步考试的P/F制转变可能导致学生准备不足，可能需要对院校提供的资源和支持进行调整。
