Class-Wide Access to a Commercial Step 1 Question Bank During Preclinical Organ-Based Modules: A Pilot Project
Class-Wide Access to a Commercial Step 1 Question Bank During Preclinical Organ-Based Modules: A Pilot Project
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DOI：
10.1097/acm.0000000000001861
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发表时间：
2018-03-01
影响因子：
7.4
通讯作者：
Van Wagoner, Nicholas
中科院分区：
文献类型：
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作者：
Banos, James H.;Pepin, Mark E.;Van Wagoner, Nicholas
目的作者检验了商业上可用的第一步题库作为一种形成性学术支持工具在综合临床前医学课程中以器官为基础的模块中的有用性。作者还确定了题库利用率和学术指标之间的相关性随着医学院入学考试(MCAT)分数的不同而变化的程度。方法2015年，阿拉巴马大学医学院185名一年级医学生在18个月内完全可以使用商业化的Step 1题库，该题库包含超过2100个基于器官的模块，尽管没有使用要求。学生使用题库的数据是通过一个在线管理门户网站收集的。使用多元线性回归分析了试题库使用情况与考试、单元成绩和美国执业资格考试(USMLE)第一步成绩之间的关系。结果MCAT成绩和试题库中尝试的题数显著地预测了所有的学业成绩，其中试题库使用是较强的预测因子。对于MCAT分数较低的个体，题库利用率和学业成绩之间的关联更强。结论研究结果阐明了一种新的学术支持机制，对于某些项目来说，这种机制可能有助于弥合整体招生实践和基于任务的招生实践之间的差距，以及重视USMLE考试成绩的实习匹配过程。分布式形成性地使用USMLE第一步练习问题可能是一种学术支持工具，对所有学生都有好处，特别是那些MCAT分数较低的学生。
PurposeThe 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.MethodIn 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.ResultsMCAT 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.ConclusionsThe 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.