Exploring Students' Use of Medical Education Resources for the USMLE Step 2 CK Exam Preparation.

IF 1.9 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

Medical Science Educator Pub Date : 2025-04-03 eCollection Date: 2025-06-01 DOI:10.1007/s40670-025-02362-3

Brook A Hubner, Zebulon Tolman, Omar Cherkaoui, Eileen Lee, Avery Stokes, Carolyn Klatt, Edward C Klatt

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引用次数: 0

Abstract

Introduction: The transition of the United States Medical Licensing Examination (USMLE®) Step 1 to pass/fail has increased the perceived importance of Step 2 Clinical Knowledge (CK) scores, making effective exam preparation increasingly important. Our study characterizes Step 2 CK resource usage patterns and analyzes their relationship with scores.

Methods: Data from an anonymous, retrospective survey of fourth-year medical students from the Mercer University School of Medicine (MUSM) and the University of Alabama at Birmingham Marnix E. Heersink School of Medicine (HSOM) were analyzed to assess their study resource utilization patterns and self-reported Step 2 CK scores.

Results: A total of 275 students reported average usage of 4.4 resources, including 1.6 question banks (Qbanks), 1.2 video, 0.6 podcast, 0.5 flashcard, and 0.6 print resources. All but one used Qbanks; all used digital resources, while 42.1% also used print resources. The mean Step 2 CK score of 247.3 (SD = 12.8) mirrored national averages. Total resources used did not impact scores significantly. Using 3 + Qbanks was significantly associated with lower scores. Video usage corresponded to lower scores. Students using no print resources scored significantly higher. Podcast and flashcard usage had no significant associations. The most popular resources were UWorld (97.7%), Anki (50.3%), Divine Intervention (50.3%), and AMBOSS (49.7%).

Conclusion: Medical students accessed diverse resources for Step 2 CK preparation but focused on commercial question banks most frequently and print materials minimally. Students should avoid resource overload and emphasize active learning with 1-2 Qbanks and use other materials judiciously, building upon past course work to enhance Step 2 CK scores. Ongoing monitoring of study resource usage can guide a school's academic coaching, curricular decisions, and resource acquisition.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-025-02362-3.

查看原文本刊更多论文

探索学生利用医学教育资源为USMLE第二步CK考试做准备。

简介：美国医师执照考试（USMLE®）第1步过渡到通过/不通过，增加了第二步临床知识（CK）分数的重要性，使有效的考试准备变得越来越重要。我们的研究描述了第二步CK资源使用模式，并分析了它们与得分的关系。方法：对来自美世大学医学院（MUSM）和阿拉巴马大学伯明翰分校Marnix E. Heersink医学院（HSOM）的四年级医学生进行匿名回顾性调查，评估他们的学习资源利用模式和自我报告的step2 CK评分。结果：275名学生平均使用4.4个资源，包括1.6个题库，1.2个视频，0.6个播客，0.5个抽抽卡，0.6个印刷资源。除了一个人以外，所有人都使用Qbanks；全部使用数字资源，42.1%也使用印刷资源。Step 2 CK平均评分为247.3 (SD = 12.8)，反映了全国平均水平。使用的总资源对得分没有显著影响。使用3 + qbank与较低的分数显著相关。视频使用与较低的分数相对应。没有使用纸质资源的学生得分明显更高。播客和抽认卡的使用没有显著的关联。最受欢迎的资源是UWorld（97.7%）、Anki（50.3%）、Divine Intervention（50.3%）和AMBOSS（49.7%）。结论：医学生在第二步CK准备中获取了多种资源，但最频繁地关注商业题库，印刷材料最少。学生应避免资源过载，强调积极学习1-2个qbank，并在过去课程的基础上明智地使用其他材料，以提高第二步CK分数。对学习资源使用情况的持续监测可以指导学校的学术指导、课程决策和资源获取。补充资料：在线版本提供补充资料，网址为10.1007/s40670-025-02362-3。

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来源期刊

Medical Science Educator Social Sciences-Education

CiteScore

2.90

自引率

11.80%

发文量

202

期刊介绍： Medical Science Educator is the successor of the journal JIAMSE. It is the peer-reviewed publication of the International Association of Medical Science Educators (IAMSE). The Journal offers all who teach in healthcare the most current information to succeed in their task by publishing scholarly activities, opinions, and resources in medical science education. Published articles focus on teaching the sciences fundamental to modern medicine and health, and include basic science education, clinical teaching, and the use of modern education technologies. The Journal provides the readership a better understanding of teaching and learning techniques in order to advance medical science education.