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Related Experiment Video

Updated: Jun 15, 2026

Reducing State Anxiety Using Working Memory Maintenance

Reducing State Anxiety Using Working Memory Maintenance

Published on: July 19, 2017

Impacting student anxiety for the USMLE Step 1 through process-oriented preparation.

Roy E Strowd¹, Ann Lambros

¹Department of Neurology, Wake Forest University School of Medicine, Winston-Salem, NC, USA. rstrowd@wfubmc.edu

Medical Education Online

|March 4, 2010

Summary

Medical students experienced reduced anxiety for the United States Medical Licensing Examination (USMLE) Step 1 after a new seminar series focused on study strategies and mentorship. This program enhanced preparation for this critical medical education milestone.

Keywords:

USMLE Step 1 medical education medical examination student preparation

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Last Updated: Jun 15, 2026

Reducing State Anxiety Using Working Memory Maintenance

Reducing State Anxiety Using Working Memory Maintenance

Published on: July 19, 2017

Area of Science:

Medical Education
Standardized Testing
Student Support Services

Background:

Standardized examinations, such as the United States Medical Licensing Examination (USMLE) Step 1, are crucial in medical education.
Student success hinges on content mastery and effective study strategies, yet formal curricula often neglect these skills.
Students heavily rely on personal habits and peer advice for preparation.

Purpose of the Study:

To address student-identified needs for formal guidance on preparation strategies for the USMLE Step 1.
To develop and implement a seminar series focused on process-oriented preparation and mentorship.
To enhance overall medical student preparedness for high-stakes examinations and academic challenges.

Main Methods:

A five-part seminar series was developed and implemented in response to student feedback.
The series concentrated on early guidance and strategic preparation for the USMLE Step 1.
Facilitating student conversation and mentorship was a key component of the program.

Main Results:

Students reported a profoundly positive experience with the seminar series.
A significant decrease in anxiety levels related to the USMLE Step 1 examination was observed.
The program successfully provided valuable preparation strategies and mentorship opportunities.

Conclusions:

The implemented seminar series effectively improved medical students' preparation for the USMLE Step 1.
The focus on process-oriented strategies and mentorship led to reduced student anxiety.
Institutions should consider formally addressing study and review strategies in medical curricula.