考试顺序和时间作为骨科医学生complex - usa和USMLE表现的预测因子。

IF 1.7 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Advances in Medical Education and Practice Pub Date : 2025-08-25 eCollection Date: 2025-01-01 DOI:10.2147/AMEP.S550972
Maurice Blodgett, Martin Schmidt, Jennifer S Beaty, Brian Pinney, Bryan Hays
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引用次数: 0

摘要

目的:本研究探讨考试顺序和时间对骨科医学生在complex - usa一级和二级以及USMLE第一步和第二步考试中的表现的影响。方法:对两个队列进行分析:364名骨科医学学生在2020年至2022年期间(在实施通过/不合格评分之前)完成了plex - usa第1级和USMLE第1步,734名骨科医学学生在2021年至2025年期间完成了plex - usa第2级和USMLE第2步。学生的成绩是根据考试的顺序和考试之间的间隔来评估的。由于Shapiro-Wilk检验表明得分不服从正态分布,因此采用Mann-Whitney u检验比较组间中位数得分。结果:在大多数学术四分位数中,首先参加USMLE考试的骨科医学学生始终比首先参加complex - usa考试的学生获得更高的分数。较短的检查间隔(1-7天)与较高的分数相关,而较长的间隔(≥8天)与较低的分数相关。考试顺序和时间的影响因成绩四分位数而异,表现较差的学生从首先参加USMLE考试和保持较短的考试间隔中获益最大。结论:有策略的考试安排可以提高complex - usa和USMLE考试的成绩,特别是对表现较差的学生。然而,在实施这些策略时,应考虑个别因素。这些发现为骨科医学学生和教育者在计划考试准备和安排方面提供了有价值的见解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Exam Sequence and Timing as Predictors of COMLEX-USA and USMLE Performance in Osteopathic Medical Students.

Exam Sequence and Timing as Predictors of COMLEX-USA and USMLE Performance in Osteopathic Medical Students.

Exam Sequence and Timing as Predictors of COMLEX-USA and USMLE Performance in Osteopathic Medical Students.

Purpose: This study examined the impact of exam sequence and timing on the performance of osteopathic medical students on the COMLEX-USA Level 1 and Level 2 and USMLE Step 1 and Step 2 examinations.

Methods: Two cohorts were analyzed: 364 osteopathic medical students who completed both COMLEX-USA Level 1 and USMLE Step 1 between 2020 and 2022 (prior to the implementation of pass/fail grading), and 734 osteopathic medical students who completed both COMLEX-USA Level 2 and USMLE Step 2 between 2021 and 2025. Student performance was evaluated based on the sequence of examinations and intervals between them. Because the scores did not follow a normal distribution, as indicated by the Shapiro-Wilk test, the Mann-Whitney U-test was employed to compare the median scores between the groups.

Results: Osteopathic medical students who undertook the USMLE examinations first consistently achieved higher scores than those who undertook the COMLEX-USA examinations first across most academic quartiles. Shorter exam intervals (1-7 days) were associated with higher scores, whereas longer intervals (≥8 days) were correlated with significantly lower scores. The effects of exam order and timing varied across performance quartiles, with lower-performing students deriving the greatest benefit from taking the USMLE examinations first and maintaining shorter intervals between the exams.

Conclusion: Strategic scheduling of exams may enhance performance on both the COMLEX-USA and USMLE examinations, particularly for lower-performing students. However, individual factors should be considered when implementing these strategies. These findings offer valuable insights for osteopathic medical students and educators in planning exam preparation and scheduling.

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来源期刊
Advances in Medical Education and Practice
Advances in Medical Education and Practice EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.10
自引率
10.00%
发文量
189
审稿时长
16 weeks
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