Frierson H T
J Natl Med Assoc. 1984 Dec;76(12):1185-90.
An intervention program employing test-skills instruction and cooperative learning methods was presented to second-year minority medical students at a major state-supported medical school. The purpose was to enhance minority students' passing rate on Part I of the National Board of Medical Examiners examination. Nineteen of the 21 second-year minority students participated in the program. After the program had been conducted, it was observed that the passing rate of the minority students during that year significantly surpassed the rate of minority students from the previous year. Participants' passing rate approached the passing rate of the nonminority students in the class. Moreover, the mean National Board Examination score for the students participating in the program was not statistically different from that observed for an equal number of randomly selected second-year nonminority students. The results of the program were encouraging; further examination of the effects of support-intervention efforts on minority and nonminority medical students' performance are suggested.
在一所主要的州立医科大学，向二年级少数族裔医学生提供了一个采用考试技巧指导和合作学习方法的干预项目。目的是提高少数族裔学生在美国国家医学考试委员会第一部分考试中的通过率。21名二年级少数族裔学生中有19名参加了该项目。在该项目实施后，观察到当年少数族裔学生的通过率显著超过了上一年少数族裔学生的通过率。参与者的通过率接近班级中非少数族裔学生的通过率。此外，参加该项目的学生的美国国家医学考试平均成绩与随机挑选的同等数量的二年级非少数族裔学生的成绩在统计学上没有差异。该项目的结果令人鼓舞；建议进一步研究支持干预措施对少数族裔和非少数族裔医学生成绩的影响。
