Relation between variables of preadmission, medical school performance, and COMLEX-USA levels 1 and 2 performance

The purpose of this study was to investigate the relation between preadmission academic variables, osteopathic medical school performance in the first 2 years, and performance on the Comprehensive Osteopathic Medical Licensing Examination (COMLEX-USA) Levels 1 and 2. The study group comprised 174 students in the class of 2001 of the New York College of Osteopathic Medicine of the New York Institute of Technology, Old Westbury. Preadmission academic variables were the Medical College Admission Test (MCAT) subscores and undergraduate grade point averages (UGPAs). Physical sciences (physical MCAT) and biological sciences MCAT (biological MCAT) subscores were significantly correlated with COMLEX-USA Level 1 performance, and verbal reasoning, physical, and biological MCAT subscores were correlated with Level 2 performance. COMLEX-USA Level 1 performance was correlated with the year 1 grade point average (GPA) (0.78) and the year 2 GPA (0.83). COMLEX-USA Level 2 performance was correlated with the year 1 GPA (0.64) and the year 2 GPA (0.68). Strong correlations existed between all year 1 and most year 2 course grades and COMLEX-USA Level 1 scores. School-specific regression models that were highly predictive of school performance and COMLEX-USA Level 1 performance were developed. COMLEX-USA Level 1 predictive models used preadmission variables combined with the year 1 and year 2 course grades. The year 2 courses' model had a higher predictive value for COMLEX-USA Level 1 performance (R2 = 0.81) than the year 1 courses' model (R2 = 0.77). Significant predictors of COMLEX-USA Level 1 performance in the combined year 1 and 2 courses' model were the pharmacology II, neuropathology, and pulmonary pathology grades, and the verbal and physical MCAT subscores (R2 = 0.820).     

Relationship between academic achievement and COMLEX-USA Level 1 performance: a multisite study

The purpose of this study was to examine the relationship of performance on the Comprehensive Osteopathic Medical Licensing Examination (COMLEX-USA) Level 1 with academic performance at colleges accredited by the American Osteopathic Association (AOA). Eighteen (95%) of 19 AOA-accredited colleges and 2146 students (91% of those taking the June 1999 examination) met criteria and participated. Students were classified by school representatives on the basis of academic performance in the first 2 years of the curriculum. The relationships of Level 1 performance with assigned classifications and grade point averages (GPAs) were studied. Of students classified in the highest 20% academically, the Level 1 pass rate was 100%, with a mean score of 599. Of students classified in the lowest 5%, the pass rate was 63.5%, with a mean of 416.3. For 16 schools that provided GPAs, the within-school correlations between Level 1 scores and GPAs ranged from r = 0.76 to r = 0.85, with a mean correlation of r = 0.79. School representatives were also asked to indicate, for each student, whether they expected the student to pass the examination. Pass rate for students in the "sure pass" category was 98.9%; "borderline," 82.5%; and "concerns," 61.5%. Academic performance in the first 2 years of osteopathic medical school was strongly associated with performance on COMPLEX-USA Level 1. The national pass rate for this examination was similar to those in previous years, and it remains unclear why school representatives overpredicted the number of failures. Further research is needed.     

Do first- and second-year preclinical course scores predict student performance during the surgical clerkship?

The study proposed to determine if a preclinical basic science index comprised of anatomy, behavioral medicine, biochemistry, microbiology, pathology, pharmacology, and physiology courses or any one of these basic science courses would predict student performance during surgical clerkship. The basic science index demonstrated a correlation of 0.55 and 0.35 with the individual student's written and oral clerkship scores, respectively. A stepwise multiple regression using a backward stepping algorithm was applied; the dependent variables were oral and written clerkship scores, and the independent variables were the basic science courses. Microbiology, pathology, and physiology course scores were predictors of written score (R = 0.60). Pathology course scores were the sole predictor of oral score (R = 0.43). Medical student basic science performance was not a strong forecaster of performance on the surgical clerkship. The pathology basic science score was the only consistent predictor of performance on the written and oral evaluations given at the end of the clerkship.     

Prediction of student performance on the Comprehensive Osteopathic Medical Licensing Examination Level I based on admission data and course performance

To predict student performance on the Comprehensive Osteopathic Medical Licensing Examination (COMLEX-USA) Level 1 examination based on academic performance during the first 2 years, stepwise regression analysis of COMLEX-USA Level 1 performance with preadmission grade point averages, Medical College Admission Test scores, and academic performance was performed on the class of 2000 to develop three formulae that were then used to predict performance on COMLEX-USA Level 1 for the class of 2001. Models ranged in accuracy of predicting the pass/fail status from 95.2% (all available data) to 96.8% (first-year grades and admissions data). A predictive model for student performance on COMLEX-USA Level 1 can be developed and has a high degree of accuracy. The model with the most variables available to choose from predicts the most failures.     

Correlating surgical clerkship evaluations with performance on the National Board of Medical Examiners examination

Background

Evaluation of medical students during the surgical clerkship is controversial. Performance is often based on subjective scoring, whereas objective knowledge is based on written examinations. Whether these measures correspond or are relevant to assess student performance is unknown. We hypothesized that student evaluations correlate with performance on the National Board Of Medical Examiners (NBME) examination.

Methods

Data were collected from the 2011–2012 academic year. Medical students underwent a ward evaluation using a seven-point Likert scale assessing six educational competencies. Students also undertook the NBME examination, where performance was recorded as a percentile score adjusted to national standards.

Results

A total of 129 medical students were studied. Scores on the NBME ranged from the 52nd to the 96th percentile with an average in the 75th percentile (±9). Clerkship scores ranged from 3.2–7.0 with a mean of 5.7 (±0.8). There was a strong positive association between higher NBME scores and higher clerkship evaluations shown by a Pearson correlation coefficient of 0.47 (P < 0.001). Students clustered with below average ward evaluations (3.0–4.0) were in the 69.5th percentile of NBME scores, whereas students clustered with above average ward evaluations (6.0–7.0) were in the 79.2th percentile (P < 0.001).

Conclusions

A strong positive relationship exists between subjective ward evaluations and NBME performance. These data may afford some confidence to surgical faculty and surgical resident ability to accurately evaluate medical students during clinical clerkships. Understanding factors in student performance may help in improving the surgical clerkship experience.     

Relationship between academic achievement and student performance on the Comprehensive Osteopathic Medical Licensing Examination-USA level 2

The Comprehensive Osteopathic Medical Licensing Examination-USA (COMLEX-USA) is a three-part examination used for licensing osteopathic physicians. The relationship between performance on this examination and prior student academic performance has been unclear. This study explores the relationship between COMLEX-USA level 2 scores and student academic performance at Oklahoma State University College of Osteopathic Medicine (OSU-COM). All first-time examination candidates from OSU-COM had a formal, weeklong board review in March 2000, and all passed the examination. Predictions about COMLEX-USA scores generated by the academic dean's office at OSU-COM underestimated student examination performance; results suggest a significant correlation between level 2 performance with (1) level 1 performance (.751); (2) grade point average (GPA) in basic science (.659); (3) total GPA (.672); and (4) Medical College Admission Test (MCAT) scores (.406). The correlation of level 2 scores to clinical GPA (.269) was lower but still significant. Results of this study suggest that performance on COMLEX-USA level 2 is strongly correlated with prior student academic performance in this population.     

Relationships between scores on the COMLEX-USA Level 2-Performance Evaluation and selected school-based performance measures

The Comprehensive Osteopathic Medical Licensing Examination USA Level 2 Performance Evaluation (COMLEX-USA Level 2-PE) is a national multistation performance examination designed to examine students' osteopathic clinical skills. The current study examines the relationship between achievement levels on the COMLEX-USA Level 2-PE and selected school-related variables for the class of 2005 at the West Virginia School of Osteopathic Medicine in Lewisburg, WVa (N=70). Significant (P<.01) correlations between the COMLEX-USA Level 2-PE summary performance and selected academic achievement measures include: weighted Physical Diagnosis grade, 0.41; weighted year 1 and year 2 Osteopathic Principles and Practice grade, 0.37: overall year 2 grade point average, 0.42; the objective structured clinical evaluation (OSCE) Physical Examination score, 0.40; and the OSCE Total Station score, 0.33. While further research is needed, the current study found modest but notable relationships between school-generated academic variables and performance on the COMLEX-USA Level 2-PE, and therefore supports the validity of the COMLEX-USA Level 2-PE examination for assessing the clinical skills of future osteopathic physicians.     

Performance on the American Osteopathic Board of Internal Medicine certifying examination 1986-2002 of various demographic groups and the impact of AOA reentry resolutions on allopathic-trained candidates taking the examination

The authors report the performance levels and pass rates of various candidate demographic groups and the effect on performance of delaying taking the certifying examination. They also report on the effect American Osteopathic Association reentry resolutions have on allopathic-trained candidates entering the osteopathic certification process in internal medicine. Included in the study were all candidates for the American Osteopathic Board of Internal Medicine certifying examination for the period between 1986 and 2002. Investigators performed group analysis based on type of residency track leading to board eligibility, as well as on the number of retake candidates, candidates reestablishing board eligibility 6 or more years after completion of residency training, and allopathic-trained candidates. Results indicate that medicine-track candidates performed better than any other study demographic group, including allopathic-trained candidates. A delay in taking the certifying examination after completion of residency results in lower candidate performance and pass rates. Various AOA reentry resolutions have not been successful in the repatriating of allopathic internal medicine-trained candidates into the certification process. Candidates in larger training programs have similar mean performance levels and pass rates as candidates in smaller programs.     

Factors affecting performance on the American Board of Surgery in-training examination.

BACKGROUND: Surgical programs use the American Board of Surgery In-Training Examination (ABSITE) in several ways, including for promotion and retention decisions. The purpose of this study was to identify the combination of factors that explain residents' successful performance on the ABSITE. METHODS: Fifty-one surgical residents completed questionnaires, and information was gathered about their previous ABSITE performance, anxiety, probationary status, amount of study, amount of sleep before examination, confidence, and attendance at conference. RESULTS: An analysis of the data for those with experience taking the examination (n = 34) indicated that the combination of conference attendance (26.3%), previous performance (16.5%), probationary status (10.4%), amount of sleep (9.8%), and amount of study (8%) were significant in explaining a total of 71% of the variance in ABSITE scores. Amount of study (+0.32, P = 0.011), confidence (+0.36, P = 0.005), and conference attendance (+0.51, P = 0.001) were significantly correlated with ABSITE performance. CONCLUSIONS: Several factors contribute to residents' successful ABSITE performance. These findings may lead to improved examination performance and application of knowledge, both during residency and throughout their career.     

Student performance on the Comprehensive Osteopathic Medical Licensing Examination-USA level 2 following a clinical evaluation,feedback, and intervention program

The purpose of this study was to examine student performance on the Comprehensive Osteopathic Medical Licensing Examination-USA (COMLEX-USA) level 2 examination following a clinical evaluation, feedback, and intervention program. Students who completed their core clinical training (year 3) at the Lake Erie College of Osteopathic Medicine in Erie, Pennsylvania, returned to the campus for a weeklong series of clinical science testing. Their performance in this program was compared to their performance on COMLEX-USA level 2 administered by the National Board of Osteopathic Medical Examiners approximately 3 months later. The authors analyzed other student data (Medical College Admission Test scores, grade point averages, and COMLEX-USA level 1 scores) to identify the relationship between these variables and the students' success (or failure) on COMLEX-USA level 2. Using a correlation approach, the authors found a relationship between COMLEX-USA levels 1 and 2 as well as between the preparation week and COMLEX-USA level 2, and that the significant difference in the results of the "at-risk" students continues in the COMLEX-USA level 2 performance. Further, the intervention used with students performing at less-than-satisfactory levels in the preparation program was successful in improving the performance of this group to a level equal to that of the second decile, thus increasing the likelihood that these students will pass the COMLEX-USA level 2 examination.     

Relationship of donor variables and graft dimension on biomechanical performance of femoral ring allograft

Structural femoral ring allograft is commonly used in interbody spinal arthrodesis. Fractures of implanted femoral ring allograft have been reported. Data to guide donor screening and tissue processing by allograft tissue banks for factors that affect graft strength are incomplete. Fresh frozen human femora from 34 cadaveric donors were sectioned into ten 20‐mm thick specimens. Bone mineral density (BMD), donor age, and graft dimensions were recorded for each specimen. Three hundred twenty‐seven specimens were tested in quasi‐static axial compression. Linear regression models compared load to failure with BMD, sex‐specific donor age, minimum/maximum cortical wall thickness, and minimum/maximum outer ring diameter. Correlations between minimum and maximum cortical wall thickness and load to failure were significant (r = 0.73, p < 0.001 and r = 0.74, p < 0.001, respectively). BMD showed a weaker negative correlation with load to failure (r = ?0.11, p = 0.05). Correlations between load to failure and minimum and maximum outer ring diameter and age (r = 0.06, p = 0.31) were not significant. We found that the minimum and maximum cortical wall thicknesses of femoral ring allograft are strongly correlated with the axial compressive load to failure of the graft. Other tested parameters did not prove to be effective predictors of resistance to axial loading. © 2011 Orthopaedic Research Society Published by Wiley Periodicals, Inc. J Orthop Res 29:1840–1845, 2011     

基于建构主义理论的教考联动模式在内科护理学教学中的应用

目的 探讨基于建构主义理论的教考联动模式在内科护理学教学中的应用效果。方法 将2020级2个护理本科班护生随机分为研究组和对照组各60人。对照组采用传统授课模式;研究组采用基于建构主义理论的教考联动模式,即依据建构主义理论,建立抛锚式基于案例的学习情景病例库,采用随机进入式课堂情景教学和小组支架式自主命题相融合的形式进行教学。1个学期后比较两组护生的评判性思维能力、自主学习能力和期末考试成绩。结果 研究组护生评判性思维能力、自主学习能力及期末考试中的病例分析题、附加题及卷面总分显著高于对照组(均P<0.05)。结论 基于建构主义理论教考联动模式能有效提升本科护生的评判性思维能力、自主学习能力,提升教学效果。     

课程思政在内科护理学情景模拟教学中的应用

目的探讨课程思政在内科护理学情景模拟实训教学中的应用效果。方法将317名护理本科生按照班级随机分为实验组180人,对照组137人。对照组按照传统案例情景模拟教学;实验组在情景模拟教学中引入思政案例,引导学生进行思考讨论。6次课后评价教学效果。结果实验组对思政教学效果、案例编制效果、总体认同3个维度的评价显著高于对照组(P0.05,P0.01)。结论课程思政应用于内科护理学情景模拟教学,有利于对学生的知识传授与价值引领的统一。     

护士执业资格考试中医学免疫学与病原生物学课程内容分析

目的 分析国家护士执业资格考试(护考)中<医学免疫学与病原生物学>(免病学)课程所占比例与内容,以期为免病学教学改革提供有效依据.方法 收集、统计历年(2009年之前试题)护考真题5套(共计2 000题)及2009年、2010年护考模拟试题各5套(各计2 000题)共计三本试卷集15套试卷(共计6 000题)中涉及免病...     

The impact of cochlear implantation on quality of life: the role of audiologic performance and variables

OBJECTIVE: The purpose of this study was to assess the impact of cochlear implantation (CI) on health-related quality of life (HRQOL), to correlate the results with audiologic performance, and to analyze the influence of variables that possibly affect the CI outcome. STUDY DESIGN: A retrospective study. SUBJECTS AND METHODS: Fifty-six adult CI users were evaluated by two HRQOL-questionnaires (the Nijmegen Cochlear Implant Questionnaire [NCIQ] and the Medical Outcome Study Short-Form 36 [SF-36]) and speech-perception tests (Freiburger monosyllable and Hochmair, Schulz, Moser (HSM) sentence test). RESULTS: The NCIQ showed significant improvements in the total score and in all subdomains after CI. The NCIQ total score and the advanced sound-perception and speech-production score correlated significantly with speech test results. Significant inverse relationships were noted between speech test results and duration of deafness. Significant associations were found between time since CI, NCIQ total score, and speech test results. CONCLUSION: The NCIQ was able to detect significant effects of CI on HRQOL and correlated with audiologic measures, supporting its use as a measurement tool in CI.