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[Show abstract][Hide abstract] ABSTRACT: We sought to validate the family medicine shelf examination by determining whether correlations exist between the US Medical Licensing Examination (USMLE) family medicine final examination (FMF) scores and the USMLE Step 1 or Step 2 scores. We also evaluated for correlations between the family medicine clinical evaluation scores (CES), final clerkship grades, and all of these examinations.
The above scores (first attempts only) of 258 third-year medical students at Texas Tech University at Amarillo from July 1994 to June 2001 were obtained. Linear regression models were made between scores. Low CES and examination or family medicine clerkship failures were statistically compared.
The average scores were USMLE Step 1: 203.7, USMLE Step 2: 203.8, FMF: 83.3, and CES: 90.1. Positive linear correlations were seen between the Step 1 scores and both the FMF scores and CES. Positive linear correlations between the Step 2 scores and both the FMF scores and the CES were seen. Students failing the USMLE Step 1 were more likely to fail the FMF as well as the family medicine clerkship. Students with a CES less than the 10th percentile were more likely to fail the FMF as well as the family medicine clerkship.
USMLE Step 1 and Step 2 scores correlate linearly with both the FMF and CES of the third-year family medicine clerkship. Students failing their USMLE Step 1 examination or having a low CES are at risk for failure of the FMF as well as the family medicine clerkship.
Family medicine 07/2003; 35(7):510-3. · 1.17 Impact Factor
[Show abstract][Hide abstract] ABSTRACT: To document the time-of-year bias in National Board of Medical Examiners subject examination (NBME) scores in a third-year pediatrics clerkship and to develop a grading method that neutralizes the bias.
Interventional modeling of final grades.
University-based medical school.
During each of the past 3 academic years, we conducted six 2-month pediatric clerkships for third-year students. To counter the time-of-year bias, NBME scores, clinical evaluations, and departmental examination scores for the current rotation were pooled with those from the rotations from the same time of year during the previous 2 years. Final grades for the current rotation were determined by cutoff points derived from that entire 3-year pool. We analyzed this approach by testing the time-of-year effects on NBME scores, clinical evaluations, and final grades while maintaining step 1 of the US Medical Licensing Examination as a preclinical baseline control.
The scores for step 1 of the US Medical Licensing Examination did not differ significantly by time of year. Clinical evaluations and NBME scores showed significant upward trends as the academic year progressed. By contrast, according to design, final grades showed no significant time-of-year trend.
Our results support previous reports of significant improvements in NBME scores across the academic year. Our method of computing final grades corrects for this time-of-year bias by judging students only in relation to those who took the rotation at the same time of year. It is our belief that the prevalence and significance of the time-of-year trend warrants such an adjustment in grading to help minimize the academic disadvantage faced by students early in their clinical training.
Archives of Pediatrics and Adolescent Medicine 11/1998; 152(10):1015-8. DOI:10.1001/archpedi.152.10.1015 · 5.73 Impact Factor