Journal of Medical Education and Curricular Development最新文献

{"title":"Exploring the Essential Competencies for Medical Education in the Post-COVID-19 Pandemic Era: A Mixed-Methods Investigation at a Japanese Medical School.","authors":"Misaki Onodera, Zaiya Takahashi, Hajime Kasai, Hidetaka Yokoh, Kiyoshi Shikino, Yasuhiko Kimura, Ikuo Shimizu, Kazuyo Yamauchi, Mayumi Asahina, Shoichi Ito","doi":"10.1177/23821205251333502","DOIUrl":"10.1177/23821205251333502","url":null,"abstract":"<p><strong>Background: </strong>The coronavirus disease 2019 (COVID-19) pandemic has led to considerable advances in medical education through technological integration. The crisis generated by the pandemic in medical practice, education, and evolving technology has led to changes in the skills of medical professionals. This study aimed to examine the competencies required of medical students in the post-pandemic era.</p><p><strong>Methods: </strong>We conducted 2 mixed-methods studies. Study 1 explored medical students' necessary competencies after the COVID-19 pandemic. We conducted group work with faculty members and students from the Chiba University School of Medicine, captured proposed competencies, discussed them, and qualitatively analyzed the group work data using content analysis to extract the competencies. Study 2 was a secondary data analysis that compared the categories identified in Study 1 with the competencies required prior to the COVID-19 pandemic, which were extracted from the websites of all 82 medical schools and colleges in Japan, to identify the differences in competencies before and after the pandemic.</p><p><strong>Results: </strong>Study 1 resulted in the identification of 12 categories and 62 subcategories. The results of Study 2 showed that the increased occurrence of competencies was related to the utilization of information and communication technology (ICT) and artificial intelligence (AI), self-management, information gathering and explanation, liberal arts and generic skills, and exploring medicine and medical care/research presentations. The prevalence rates of these factors prior to the COVID-19 outbreak were 17.1%, 28.0%, 39.0%, 41.5%, and 48.8%, respectively.</p><p><strong>Conclusions: </strong>Competency-based medical education in ICT, self-management, and medical exploration has become increasingly important after the pandemic. Therefore, it is necessary to develop an educational curriculum to enable medical students to acquire these competencies. The study findings contribute to the literature on medical education and offer valuable insight into setting effective academic goals and designing suitable curricula for undergraduate medical students in the post-pandemic era.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251333502"},"PeriodicalIF":2.0,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12099140/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144143860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Scoping Review of Interventions to Promote Diversity, Equity, and Inclusion in the United States Healthcare Workforce.","authors":"Katherine A Hill, Andrew W Austin, Felicity T Enders","doi":"10.1177/23821205251333034","DOIUrl":"10.1177/23821205251333034","url":null,"abstract":"<p><strong>Background: </strong>Diversifying the healthcare workforce is critical to achieving a healthier, more equitable society.</p><p><strong>Objectives: </strong>The objective of this literature review was to examine and synthesize the literature on interventions to promote diversity, equity, and inclusion (DEI) in people who are currently enrolled in the workforce or in a terminal degree/training program and who are located in the following institution types: medical centers; healthcare organizations; and schools of dentistry, medicine, nursing, nurse practitioners, physician assistants, and public health.</p><p><strong>Methods: </strong>A literature search was performed on November 2, 2023 in Ovid MEDLINE^®. We reviewed titles and abstracts of all retrieved articles from 2000 forward and the full text of articles included in the final review. We included English-language articles published in peer-reviewed journals that detailed 1 or more interventions to promote DEI in the United States and United States territories. All data included in the final review was extracted by a single investigator and charted using an Excel spreadsheet.</p><p><strong>Results: </strong>The authors identified 55 articles for inclusion, 4 of which aggregated and analyzed data from many interventions. The remainder detailed 52 interventions across 25 states and Puerto Rico. Most articles did not include a comparison group (38, 69%). The types of interventions identified were: institutional change (14, 27%), mentorship (13, 25%), development programs (13, 25%), pathway programs (5, 10%), financial support (2, 4%), and workshops (2, 4%). Three (6%) interventions could not be categorized. Most studies detailed interventions in medicine (28, 54%) and nursing (11, 21%), focused on racial and ethnic (42, 81%) and/or sex (12, 23%) diversity, and targeted students (33, 64%) and/or faculty/staff (28, 54%).</p><p><strong>Conclusion: </strong>Many different types of interventions have been trialed to promote workforce DEI in the United States healthcare workforce. These efforts must continue to achieve a diverse and equitable healthcare workforce.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251333034"},"PeriodicalIF":2.0,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12089728/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144112226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Demonstrating the Viability of Spiritual Care Education: A Pilot Study on Integrating Spirituality and Health into Medical Education.","authors":"Haafiz Hashim, Zuhair Zaidi, Ahmed Alshaikhsalama, Ammaar Kazi, Zaiba Jetpuri","doi":"10.1177/23821205251336846","DOIUrl":"10.1177/23821205251336846","url":null,"abstract":"<p><strong>Background: </strong>Despite the recognized significance of integrating spiritual care into healthcare, training in spiritual care is often an elective rather than a core component of medical education in the United States, suggesting a gap in the comprehensive training of future healthcare professionals.</p><p><strong>Methods: </strong>An elective course was developed to explore the interplay between religion, spirituality, and medicine and was administered over 2 academic semesters. The curriculum included lectures, interactive sessions with religious leaders, and class discussions aimed at enhancing understanding and implementation of spiritual care. Course efficacy was evaluated using pre- and postcourse assessments quantifying student aptitudes and attitudes toward spiritual care. The second semester also included a comparison group that was not enrolled in the course, matched to the enrolled students on the basis of age, gender, and religiosity.</p><p><strong>Results: </strong>A total of 19 medical students voluntarily participated over 2 semesters. Semester 1 students demonstrated modest nonsignificant increases in attitudes toward spiritual care. Semester 2 students exhibited increased interest, understanding, and perceived ability to provide spiritual care. Furthermore, semester 2 aptitude scores increased from 51% to 78%, demonstrating significantly improved ability to navigate spiritual care case scenarios. While students enrolled in the course had improved postcourse survey scores, the comparison group of students that did not enrol in the course had no change in their pre and postcourse surveys.</p><p><strong>Conclusions: </strong>This elective course successfully addressed a gap in medical education by improving student aptitudes and attitudes toward spiritual care. The course model offers a framework for other medical schools aiming to enhance spiritual care training, underscoring the need for medical curricula to prepare well-rounded healthcare professionals capable of providing holistic patient care.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251336846"},"PeriodicalIF":2.0,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12081970/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessing Courseware: Insights From Medical Students on Textbook Efficacy in Palestinian Medical Contexts.","authors":"Abedalkarim Ayyoub, Oqab Jabali, Firas Daraghmih, Shaden Jabali","doi":"10.1177/23821205251342099","DOIUrl":"https://doi.org/10.1177/23821205251342099","url":null,"abstract":"<p><strong>Objectives: </strong>This study aimed to evaluate the efficacy of the medical textbook <i>Good Practice: Communication Skills in English for the Medical Practitioner</i> in enhancing language learning and teaching among medical students in a Palestinian context. It specifically assessed the textbook's content alignment, task appropriateness, grammar and vocabulary clarity, and the availability of Supplemental materials, addressing the research gap in evaluating the effectiveness of medical textbooks for language learning and communication skill development in nonnative English-speaking medical students, particularly in Palestine.</p><p><strong>Methods: </strong>Data were collected from 216 medical students at a Palestinian university using a structured questionnaire. The survey, originally comprising 26 items, was refined to 13 items following measurement scale and factor loading analysis. The refined items focused on three core dimensions: communication proficiency (COM), content and features (CON), and language clarity (LAC). Statistical analysis explored the relationships between these dimensions and examined the moderating effects of gender and academic level.</p><p><strong>Results: </strong>The findings revealed significant positive relationships between textbook content and communication proficiency and between communication proficiency and language clarity. Gender significantly moderated the relationship between communication proficiency and language clarity, with female students demonstrating higher acceptance rates. However, the academic level showed no significant moderating effect.</p><p><strong>Conclusion: </strong>The study highlights the critical role of comprehensive content, effective communication strategies, and clear language in medical textbooks. It emphasizes the need to consider gender-based communication preferences and sociocultural factors when developing and assessing educational materials for medical students.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251342099"},"PeriodicalIF":2.0,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12078982/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144081240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Training Needs Analysis for AI and Generative AI in Medical Education: Perspectives of Faculty and Students.","authors":"Lise McCoy, Natarajan Ganesan, Viswanathan Rajagopalan, Douglas McKell, Diego F Niño, Mary Claire Swaim","doi":"10.1177/23821205251339226","DOIUrl":"https://doi.org/10.1177/23821205251339226","url":null,"abstract":"<p><strong>Introduction: </strong>The growing presence of artificial intelligence (AI) in health professions has created a need to investigate its potential benefits and challenges in medical education. This article presents findings from an AI learner training needs analysis survey at a U.S. medical school. It compares faculty and student experiences and perspectives on using generative AI (GAI) and other AI tools for undergraduate medical education, focusing on their respective knowledge and learning preferences.</p><p><strong>Methods: </strong>Faculty and students were surveyed using an online cross-sectional survey design to assess their GAI experience, AI patterns of use, adoption readiness, and training preferences. Surveys contained 14 to 15 multiple-choice items, with 8 items including a write-in option. A total of 68 faculty and 506 students responded to the survey, with a 50% response rate for faculty and 30% for students. Statistical tests were used to determine whether students and faculty differed significantly in their GAI experience.</p><p><strong>Results: </strong>We found that students were significantly more familiar with GAI than faculty (<i>P</i> < .001) but not significantly more experienced with GAI tools. There were no significant differences in frequency of use. Both groups considered AI tools and technology useful for personal, academic, research, and clinical applications. More than half of both groups were using AI for academic tasks. Both groups expressed concerns about the reliability of AI output, with faculty showing a much greater level of concern. Both groups identified several training formats as beneficial, with faculty preferring formal training (either online or in-person), followed by peer tutorials and self-study. On the other hand, students showed slightly greater interest in self-study than other formats.</p><p><strong>Conclusion: </strong>Our findings will inform the design of two parallel structured AI training programs, focusing on faculty and student priorities, including hands-on skills practice, and emphasizing AI's ethical use, reliability, and limitations.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251339226"},"PeriodicalIF":2.0,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12078978/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144081239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perception and Impact of AI on Education Journey of Medical Students and Interns in Western Region, KSA: A Cross-Sectional Study.","authors":"Duaa S Alkhayat, Hind N Alsubaiyi, Yara A Alharbi, Lina M Alkahtani, Afnan M Akhwan, Alhanouf A Alharbi","doi":"10.1177/23821205251340129","DOIUrl":"https://doi.org/10.1177/23821205251340129","url":null,"abstract":"<p><strong>Background and objectives: </strong>The objective of this cross-sectional study is to investigate medical students' and interns' perspectives on AI and the influence that AI has on medical education in the western region of Saudi Arabia. The objectives include determining the awareness of medical students, the various uses of AI in medical education, and recognizing both the positive and negative effects on educational settings.</p><p><strong>Materials and methods: </strong>This is a cross-sectional study, using a validated online questionnaire that was distributed to undergraduate medical students as well as medical interns.</p><p><strong>Results: </strong>A total of 375 medical students and interns have filled out the surveys. We found that the majority of participants, specifically 346 individuals (92.3%), were acquainted with the notion, whereas only 29 participants (7.7%) had no understanding of it. A substantial number of participants, 153 (40.8%), indicated favorable opinions regarding the impact of AI on their educational experience, while 158 (42.1%) were unfavorable, and 64 (17.1%) remained neutral. However, 125 individuals (33.3%) disagreed with the assertion on that \"I believe AI can have a negative impact on medical education,\" while the majority 129 (34.4%) remained neutral, and 121 (32.3%) expressed a positive opinion. When queried about the potential impact of AI on regular clinical practice in the future, a majority of 217 individuals (57.9%) expressed agreement. By comparison, a total of 142 participants, accounting for 37.9% of the sample, indicated uncertainty, while a mere 16 participants held the belief that AI will not have a significant impact in the future.</p><p><strong>Conclusions: </strong>These findings can assist educational institutions and policymakers in adapting curricula and resources to maximize the benefits of AI in medical education while addressing any potential concerns that may arise as a result of its use.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251340129"},"PeriodicalIF":2.0,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12078980/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144081253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Access to Medical Residency: A Qualitative Study of Medical Graduates' Experiences in Georgia.","authors":"Mariam Kirvalidze, Mariam Kasrashvili, Aleksandre Tskitishvili, Giorgi Aladashvili, Nikoloz Chelidze, Nikoloz Tvildiani, Karsten Lunze, Ilia Nadareishvili","doi":"10.1177/23821205251342050","DOIUrl":"https://doi.org/10.1177/23821205251342050","url":null,"abstract":"<p><strong>Objectives: </strong>Strategic planning for the health workforce-particularly in emerging middle-income countries like Georgia-is essential for maintaining an effective healthcare system. Medical residency training is crucial for developing a well-rounded healthcare workforce equipped with the competencies needed to deliver high-quality care and maintain a balance of specialties. Understanding the enrollment process and experiences of medical graduates in residency programs can help identify areas for improvement. These insights can inform interventions to develop a physician workforce that aligns with population needs and remains responsive to the evolving healthcare system. We aimed to explore the experiences of medical graduates navigating Georgia's residency enrollment process, as well as residents' postgraduate training experiences, to identify key areas for improvement. Additionally, we examined attitudes towards enrolling in residency programs abroad to better understand the potential impact on the ongoing phenomenon of \"brain drain.\"</p><p><strong>Methods: </strong>This study employed a qualitative research design based on individual interviews, conducted via Zoom. We explored the experiences and perceptions of residency enrollment among a purposefully selected sample of 10 participants using reflexive thematic analysis.</p><p><strong>Results: </strong>We identified six overarching themes. Participants described the placement exam as being of suboptimal quality and reported challenges in navigating the enrollment process, often accompanied by emotional stress. Working in residency without a salary was considered unfair and posed an economic burden. The absence of structured mentorship further contributed to dissatisfaction, prompting several participants to consider alternative career paths or pursue residency opportunities abroad.</p><p><strong>Conclusion: </strong>Georgia's medical residency enrollment process requires greater transparency and reduced burdens on aspiring professionals to attract the most qualified candidates. Policy reforms and strategic initiatives should promote socioeconomically equitable access to residency programs and address concerns related to \"brain drain,\" ultimately supporting the development of a sustainable healthcare workforce.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251342050"},"PeriodicalIF":2.0,"publicationDate":"2025-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12066863/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144033944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Stakeholder Perspectives on Undergraduate Medical Education: Using a Systems Thinking Approach to Explore Interests in Curriculum Composition.","authors":"Alexander P Royston","doi":"10.1177/23821205251329750","DOIUrl":"https://doi.org/10.1177/23821205251329750","url":null,"abstract":"<p><strong>Objectives: </strong>Several stakeholders are formally recognised when designing undergraduate medical curricula, but past studies have failed to identify them with sufficient breadth, to explore their understanding of the system, or examine their views on curriculum composition. This qualitative study drew on elements of systems thinking to better understand the stakeholders in undergraduate medical education and their role and priorities in curriculum composition.</p><p><strong>Methods: </strong>This study employed an exploratory qualitative methodology. Participants were initially identified from the General Medical Council's list of stakeholders and were recruited using a combination of convenience, judgmental and snowball sampling. Data were collected through semistructured interviewing. Interviews were descriptively coded and then thematically analysed.</p><p><strong>Results: </strong>In total, 18 participants were interviewed about their perspectives on stakeholders, the purpose of the education, along with their ideal weightings for curriculum subjects. The findings suggested that the breadth of stakeholders exceeded the modest list provided by the General Medical Council. The purposes of the education were themed into: (1) safe patient care, (2) social benefit, (3) service provision, (4) student benefit and (5) provider benefit. Safe patient care emerged as a universally shared purpose, although views on the customer varied between participants. Curricula priorities were more diverse, with competing interests favouring different subjects for emphasis in the curriculum, with views on the value of scientific-learning particularly divided.</p><p><strong>Conclusion: </strong>Undergraduate medical education likely concerns a broader range of stakeholders than are often engaged. Several stakeholders are formally recognised when designing undergraduate medical curricula but past studies have failed to identify them with sufficient breadth, to explore their understanding of the system, or to examine their views on curriculum composition. This research raised questions about engagement of vital stakeholders and how power is distributed in the system, along with the need to develop roles into the future when renewing curricula.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251329750"},"PeriodicalIF":2.0,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12065990/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144053820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Experiences of Health Professional Students Delivering a Community-Outreach TeleheAlth Program for COVID Education and Health Promotion to Older Adults.","authors":"Michelle C Yang, Gurkaran Singh, Cam Clayton, Devin Harris, Brodie M Sakakibara","doi":"10.1177/23821205251335723","DOIUrl":"https://doi.org/10.1177/23821205251335723","url":null,"abstract":"<p><strong>Objectives: </strong>To describe students' experiences as health coaches in a student-delivered Community Outreach teleheAlth program for COVID education and Health promotion (COACH).</p><p><strong>Methods: </strong>This qualitative description study collected data from student coaches (n = 19) who engaged in a 45-to-60-min semi-structured interview conducted via one-on-one on Zoom video-conferencing calls. Most (74%) student coaches were female with an average age of 25.6 years. Fifty-eight percent were from visible minority populations, and 42% administered COACH in suburban/rural areas. Coaches were located throughout British Columbia, Canada. Interview questions focused on students' experiences delivering COACH, their understanding of various health-related topics (eg, chronic care, virtual health, health promotion), and possible impacts on their beliefs and future practice. Interviews were transcribed verbatim and analyzed thematically. Findings were reported in accordance with the Standards for Reporting Qualitative Research guidelines.</p><p><strong>Results: </strong>Three themes emerged from our analysis, including: (1) knowledge and skill acquisition for professional development; (2) appreciating relationship-based client-centered care; and (3) developing clinical interests and gaining clinical experiences.</p><p><strong>Conclusion: </strong>COACH supported the development of knowledge, skill, and confidence in medical school students in areas of health promotion, virtual care, and chronic disease management. Emerging themes were found to be representative of the six domains of the Canadian Medical Education Directors for Specialists (CanMEDS) framework (Theme 1: scholar and health advocate; Theme 2: professional and collaborator; Theme 3: leader and communicator). (ClinicalTrials.gov ID: NCT04492527).</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251335723"},"PeriodicalIF":2.0,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12062593/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144031786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What Do Medical Students Think About a Pass/Fail USMLE Step 1? A Survey of 18 Allopathic Schools.","authors":"Shankar S Thiru, Rachel E Cherelstein, Scott M Feeley, Scott J Halperin, Sarah Lucas, Christopher M Kuenze, Edward S Chang","doi":"10.1177/23821205251337125","DOIUrl":"https://doi.org/10.1177/23821205251337125","url":null,"abstract":"<p><strong>Purpose: </strong>The United States Medical Licensing Examination (USMLE) Step 1 exam changed from a 3-digit score format to pass/fail in 2022. The current study aimed to examine how medical students perceive this change, factors associated with those perceptions, and determine their preferred exam scoring format.</p><p><strong>Design and methods: </strong>A cross-sectional survey of US medical students was distributed from March through June 2024. The survey gathered data including demographic and school information, desired specialty, research involvement, and Step 1 scoring preference.</p><p><strong>Results: </strong>The survey was completed by 192 students from 18 different US allopathic schools. Of students surveyed, 65.5% preferred pass/fail scoring, while 34.5% preferred a 3-digit-score format. Older age increased likelihood of preferring a 3-digit score (β = 0.345, <i>P</i> = .047, odds ratio [OR] 1.41). A later graduation year decreased the likelihood of preferring a 3-digit score (β = -0.576, <i>P</i> = .020, OR 0.56). Gender (β = 0.293, <i>P</i> = .320, OR 1.34), specialty competitiveness (β = -0.095, <i>P</i> = .776, OR 1.10), and research productivity (β = 0.0047, <i>P</i> = .990, OR 1.00) had no significant effect on Step 1 scoring preference.</p><p><strong>Conclusion: </strong>Medical students seem to prefer a pass/fail Step 1 regardless of gender, desired specialty and research productivity. However, pass/fail preference differed by graduating class year and age, with younger class years and students preferring pass/fail. While prior literature largely surveyed preference among medical educators, student sentiment on Step 1 scoring supports recent changes to the USMLE Step score format.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251337125"},"PeriodicalIF":2.0,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12062646/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144020553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}