Best Study Strategy for the NBME Clinical Science Surgery Exam

Volk, Angela S.; Rhudy, Anne Kelly; Marturano, Matthew N.; Ott, Leah; DuCoin, Christopher

doi:10.1016/j.jsurg.2019.05.012

Cited by 9 publications

(2 citation statements)

References 17 publications

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“…Determining which resources instill a favorable level of confidence while still best preparing students is important for developing a curriculum that both meets the expectations of students and fulfills the goals of the educators [ 6 ]. It has also been suggested that the total number of resources used for preparation may have an effect on exam score [ 7 ]. The present study examines how post-exam preparedness relates to test performance for first-year students at a new allopathic school.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Educational Resources and Perceived Preparedness on Medical Education Performance

et al. 2021

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Introduction Undergraduate medical education has evolved necessarily with the increasing utilization of technology and the availability of ancillary resources developed for medical students. However, medical educational resources are expensive and there have been few studies validating these resources for their ability to significantly modify student exam performance. Methods A post-exam survey was devised to evaluate medical students for resource usage, student-perceived preparedness, and exam performance. Results Students who felt more prepared for exams performed better than students who felt less prepared (p = .017). Students who watched didactic lectures online and those who utilized peer-to-peer tutoring outperformed students who did not use these resources (p = .035, p = .008). Analyses of the data show that none of the purchased resources utilized significantly improved student exam performance. The majority of students used between six and eight resources for exam preparation. There may be a slightly negative association with the quantity of resources used and exam scores (p = .18). Discussion Contrary to traditional confidence studies that correlate overconfidence with underperformance, medical students who reported feeling more prepared for exams performed better than students who felt less prepared. Conclusion Medical students may have a more complete grasp of their knowledge base and deficits, which may enable a more accurate match between exam expectations and academic performance. This post-exam survey method can be customized and applied to evaluate resource utility as it pertains to specific undergraduate medical education curricula at individual institutions.

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Section: Introductionmentioning

confidence: 99%

The Impact of Educational Resources and Perceived Preparedness on Medical Education Performance

et al. 2021

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“…Research describing examination preparation strategies under these circumstances is limited, but often contains themes of deliberate practice and corrective feedback. 4 Activities geared toward improving one’s performance combined with feedback aimed to enhance learning and retention help create successful strategies. 5 , 6 Guided by this framework, YH created two methods to combat the roadblocks above.…”

Section: Introductionmentioning

confidence: 99%

Practical and customizable study strategies for clerkship year success

Johnston

Zhao²,

Hu³

2023

Can. Med. Ed. J

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The transition from a pre-clerkship curriculum to the clerkship year presents a need to re-examine and modify study strategies for clinical subject examinations and ultimately the United States Medical License Examination STEP 2 Clinical Knowledge. Efficient and effective learning are keys in balancing the significantly increased responsibility of patient care and decreased time for examination preparation. We describe several customizable study approaches, advice on selecting resources, and methods for applying the educational framework of deliberate practice and corrective feedback to learning during a medical student’s clerkship years. These strategies focus on intentional and outcome-driven self-assessments to identify and patch knowledge gaps tailored to the clerkship year that will empower learners.

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