Brook A Hubner, Zebulon Tolman, Omar Cherkaoui, Eileen Lee, Avery Stokes, Carolyn Klatt, Edward C Klatt
{"title":"探索学生利用医学教育资源为USMLE第二步CK考试做准备。","authors":"Brook A Hubner, Zebulon Tolman, Omar Cherkaoui, Eileen Lee, Avery Stokes, Carolyn Klatt, Edward C Klatt","doi":"10.1007/s40670-025-02362-3","DOIUrl":null,"url":null,"abstract":"<p><strong>Introduction: </strong>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.</p><p><strong>Methods: </strong>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.</p><p><strong>Results: </strong>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%).</p><p><strong>Conclusion: </strong>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.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-025-02362-3.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1597-1603"},"PeriodicalIF":1.9000,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228608/pdf/","citationCount":"0","resultStr":"{\"title\":\"Exploring Students' Use of Medical Education Resources for the USMLE Step 2 CK Exam Preparation.\",\"authors\":\"Brook A Hubner, Zebulon Tolman, Omar Cherkaoui, Eileen Lee, Avery Stokes, Carolyn Klatt, Edward C Klatt\",\"doi\":\"10.1007/s40670-025-02362-3\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Introduction: </strong>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.</p><p><strong>Methods: </strong>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.</p><p><strong>Results: </strong>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%).</p><p><strong>Conclusion: </strong>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.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-025-02362-3.</p>\",\"PeriodicalId\":37113,\"journal\":{\"name\":\"Medical Science Educator\",\"volume\":\"35 3\",\"pages\":\"1597-1603\"},\"PeriodicalIF\":1.9000,\"publicationDate\":\"2025-04-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228608/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Medical Science Educator\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1007/s40670-025-02362-3\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2025/6/1 0:00:00\",\"PubModel\":\"eCollection\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Medical Science Educator","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s40670-025-02362-3","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/6/1 0:00:00","PubModel":"eCollection","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
Exploring Students' Use of Medical Education Resources for the USMLE Step 2 CK Exam Preparation.
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.
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.
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