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    Area of Science:

    • Medical Education
    • Comparative Medical Science

    Background:

    • The upcoming single accreditation system for graduate medical education raises questions about the equivalence of basic science knowledge between osteopathic (DO) and allopathic (MD) medical students.
    • Understanding this equivalence is crucial for educators and institutions navigating accreditation changes.

    Purpose of the Study:

    • To investigate and compare the basic science knowledge of osteopathic medical students against that of allopathic medical students.
    • To determine if standardized examinations effectively predict performance across both student groups.

    Main Methods:

    • Analysis of student records from Touro University College of Osteopathic Medicine-CA (classes of 2013-2015) and National Board of Medical Examiners Comprehensive Basic Science Examination (NBME-CBSE) data for MD students.
    • Utilized linear and logistic regression to model Comprehensive Osteopathic Medical Licensing Examination-USA (COMLEX-USA) Level 1 scores, incorporating variables like MCAT scores, GPA, and NBME-CBSE performance.
    • Employed t-tests and receiver operating characteristic curves to compare performance and predictive accuracy.

    Main Results:

    • The NBME-CBSE effectively predicted COMLEX-USA Level 1 scores and pass/fail outcomes (P<.001).
    • No statistically significant difference was observed in NBME-CBSE performance between osteopathic and allopathic medical students (P=.322).

    Conclusions:

    • The NBME-CBSE, designed for allopathic students, accurately predicts osteopathic students' performance on COMLEX-USA Level 1.
    • Osteopathic and allopathic medical students exhibit comparable foundational basic science knowledge.
    • These findings support the expectation of equivalent basic science knowledge for both DO and MD students.