Oral Presentations Abstracts, 24th Annual Meeting of the International Association of Medical Science Educators, June 15
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IAMSE 2020 ORAL ABSTRACTS
Oral Presentations Abstracts, 24th Annual Meeting of the International Association of Medical Science Educators, June 15–18, 2020 Published online: 18 November 2020 # International Association of Medical Science Educators 2020
Assessment A Comparison of Odds Ratio Results, Between FacultyDerived Versus Customized Assessment Service (CAS) Examinations, for Scoring Above the National Mean on United States Medical Licensing Examination (USMLE) Step 1 Yenya Hu | Brooke Shipley | Andrea Vallevand Wake Forest School of Medicine | Wake Forest School of Medicine Purpose: USMLE Step 1 (Step 1) remains one of the most important considerations in the residency selection process. Early identification of students at risk of performing poorly or failing Step 1 is essential, and Customized Assessment Services (CAS) examinations have been used for this purpose. This retrospective study investigated the odds ratio between benchmark fails on faculty-derived questions administrated at the end of each system versus CAS examinations (administrated at the end of three or four systems), and student performance above or below the national average on Step 1. Methods: Questions from seven in-house systems pathophysiology (SP) end-of-system examinations were categorized as either first- or higher-order by course directors (CD). These in-house questions focus mainly on physiology, pathology, pathophysiology, and pharmacology, and not on other basic science topics (e.g., anatomy or biochemistry). CAS questions, selected by CD, integrate all basic science topics and are administered at the end of three or four systems. The pass/fail benchmark is 70% for end-of-system examinations and end-of-block CAS. Benchmark fails for the identical roster of first, and higher-order questions and CAS examinations were tallied for three consecutive cohorts. Step 1 scores were rank-ordered and categorized as “above” or “below” the national average. Descriptive statistics and odds ratio analyses were conducted. Results: The number of questions comprising in-house block examinations ranged from 44–82% first order and 18–
56% higher-order questions. Three MD cohorts (374 students) were analyzed. Students with fewer CAS benchmark failures were 11.3±0.55 more likely to score above the Step 1 national average. Students with fewer benchmark failures in higherand first-order questions were 5.63±1.7 and 3.1±2.15, more likely to score above the Step 1 national average, respectively. Conclusion: Earlier integration of all basic science topics into system learning may promote students to focus on comprehensive learning and provide the opportunity for early intervention for academically vulnerable students. Calibration and Predictive Capacity of NBME Comprehensive Clinical Science Examination for USMLE Step 2-CK Examination Robert Treat | Greg Kaupla | Lindsey Johnson | William J. Hueston Medical College of Wisconsin Purpose: The NBME® Comprehensive Clinical Science Examination (CCSE) is an integrative subject examination that assesses medical stu
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