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首页> 外文期刊>BMC Medical Education >Predictors of medical school clerkship performance: a multispecialty longitudinal analysis of standardized examination scores and clinical assessments
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Predictors of medical school clerkship performance: a multispecialty longitudinal analysis of standardized examination scores and clinical assessments

机译：医学院办事绩效的预测因素：标准化考试成绩和临床评估的多专业纵向分析

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Background Evidence suggests that poor performance on standardized tests before and early in medical school is associated with poor performance on standardized tests later in medical school and beyond. This study aimed to explore relationships between standardized examination scores (before and during medical school) with test and clinical performance across all core clinical clerkships. Methods We evaluated characteristics of 435 students at Mayo Medical School (MMS) who matriculated 2000–2009 and for whom undergraduate grade point average, medical college aptitude test (MCAT), medical school standardized tests (United States Medical Licensing Examination [USMLE] 1 and 2; National Board of Medical Examiners [NBME] subject examination), and faculty assessments were available. We assessed the correlation between scores and assessments and determined USMLE 1 cutoffs predictive of poor performance (≤10th percentile) on the NBME examinations. We also compared the mean faculty assessment scores of MMS students vs visiting students, and for the NBME, we determined the percentage of MMS students who scored at or below the tenth percentile of first-time national examinees. Results MCAT scores correlated robustly with USMLE 1 and 2, and USMLE 1 and 2 independently predicted NBME scores in all clerkships. USMLE 1 cutoffs corresponding to poor NBME performance ranged from 220 to 223. USMLE 1 scores were similar among MMS and visiting students. For most academic years and clerkships, NBME scores were similar for MMS students vs all first-time examinees. Conclusions MCAT, USMLE 1 and 2, and subsequent clinical performance parameters were correlated with NBME scores across all core clerkships. Even more interestingly, faculty assessments correlated with NBME scores, affirming patient care as examination preparation. USMLE 1 scores identified students at risk of poor performance on NBME subject examinations, facilitating and supporting implementation of remediation before the clinical years. MMS students were representative of medical students across the nation.
机译：背景证据表明，医学院校之前和早期在标准化考试中表现不佳与医学院校以后及以后在标准化考试中表现不佳有关。这项研究旨在探讨标准化考试成绩（在医学院之前和期间）与所有核心临床业务的测试和临床表现之间的关系。方法我们评估了梅奥医学院（MMS）435名入学2000–2009年的学生的特征，他们的本科平均分，医学专科能力测验（MCAT），医学院标准化考试（美国医学许可考试[USMLE] 1和2;国家医学检查委员会（NBME）主题考试）和教师评估可用。我们评估了分数和评估之间的相关性，并确定了NBME检查中表现不佳（≤10％百分数）的USMLE 1临界值。我们还比较了MMS学生和来访学生的平均教师评估分数，对于NBME，我们确定了初次参加国家考生的分数等于或低于百分之十的MMS学生的百分比。结果MCAT评分与USMLE 1和2密切相关，USMLE 1和2独立预测所有职员的NBME评分。与NBME表现不佳相对应的USMLE 1临界值介于220到223之间。MMS和来访学生的USMLE 1分数相似。在大多数学年和职员职位中，MMS学生的NBME分数与所有首次考生的NBME分数相似。结论MCAT，USMLE 1和2以及随后的临床表现参数与所有核心业务的NBME得分相关。更有趣的是，教师评估与NBME分数相关，肯定了患者的护理作为考试的准备。 USMLE 1分数确定了在NBME科目考试中表现不佳的风险的学生，从而促进并支持在临床年份之前实施补救措施。 MMS学生是全国医学生的代表。

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