Curricular changes and improved performance by high-risk students on the National Boards Part I

The present study was undertaken to identify the components of an introduction to clinical medicine (ICM) course at Morehouse School of Medicine that were most helpful in improving performance on the National Board of Medical Examiners (NBME) part I examination by an academically high-risk population. After completing a revised ICM course that incorporated problem-based learning-style innovations, students performed significantly better on the NBME part I. The students did not differ from their predecessors demographically or academically. A modified Likert scale questionnaire revealed subjects' agreement with the helpfulness of each ICM component. Open-ended questions elicited other helpful factors. Case-based learning, small discussion groups, quiz discussions, immediate quiz feedback, basic scientist involvement, and faculty role models were found most helpful. Non-ICM-related factors of value included support of family and friends and diligent studying.