在USMLE第一步和第二步之间不同人口群体的学生在纵向临床课程中对得分变化的观察
Kaitlyn Novotny1, Daniel Levine1, Dale Netski1
1Kirk Kerkorian School of Medicine at UNLV, Las Vegas, NV, USA.
Journal of medical education and curricular development
|January 27, 2025
概括
纵向交叉实习 (LInC) 模型显著改善了女学生,来自低社会经济背景的学生和初始第一步分数较低的学生的USMLE Step 2分数.
科学领域:
- 医学教育 医学教育
- 研究生医学培训研究生医学培训
背景情况:
- 在USMLE第一步过渡到通过/失败等级需要重新评估住所安置策略.
- 医学院越来越多地采用纵向职员模式,如LInCs,而不是传统的区块轮换.
- 关于LInC模型对不同学生群体USMLE成绩的影响的研究有限.
研究的目的:
- 确定在KSOM完成LInC职工培训后,哪些学生人口统计学方面经历了最大的USMLE成绩改善.
- 评估LInC模型在提高医学学生在标准化考试中的成绩方面的有效性.
主要方法:
- 分析了来自145名KSOM学生的机构数据.
- 根据人口统计和初始绩效因素对学生进行分类,包括USMLE第一步和第二步的分数.
- 统计分析 (t测试) 以确定定义的学生群体 (P < .05) 中的显著得分变化 (步骤2 - 步骤1).
主要成果:
- 在女学生中观察到USMLE第一步到第二步的得分变化有显著的改善.
- 来自低社会经济地位背景的学生表现出显著的得分增长.
- 最初在USMLE第一步考试中得分较低的学生也表现出显著的得分改善.
结论:
- 性别,社会经济地位和先前的学业成绩是开发有效的职员模式的关键因素.
- 需要进行进一步的研究,以区分LInC模型及其相关测试环境对观察到的得分变化的影响.
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