Evaluating a grading change at UCSD school of medicine: pass/fail grading is associated with decreased performance on preclinical exams but unchanged performance on USMLE step 1 scores

McDuff, Susan; McDuff, DeForest; Farace, Jennifer A; Kelly, Carolyn; Savoia, Maria C.; Mandel, Jess

doi:10.1186/1472-6920-14-127

Cited by 28 publications

(21 citation statements)

References 7 publications

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“…However, a few students felt that a retest should be reinstated as an extrinsic motivator, in order to feel sufficient stress to drive studying. Although research shows that gradeless learning reduces student stress and depression, as well as enhances student well-being, there are mixed results reported on student academic performance (Jones et al, 2003;Landrum and Dietz, 2006;McDuff et al, 2014;Ange et al, 2018). This study shows that student performance is not affected in APE even in the absence of grades but it may be difficult to generalize these results to other assessments.…”

Section: Discussionmentioning

confidence: 66%

Summative and Formative Style Anatomy Practical Examinations: Do They Have Impact on Students’ Performance and Drive for Learning?

Mogali

Rotgans

Rosby

et al. 2019

Anatomical Sciences Ed

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Anatomical knowledge is commonly assessed by practical examinations that are often administered in summative format. The format of anatomy practical examination was changed at the Lee Kong Chian School of Medicine in Singapore from summative (graded; must pass) to formative (ungraded; no pass/fail) in academic year (AY) 2017–2018. Both assessment formats were undertaken online, but the formative mode used a team‐based learning activity comprising individual and team assessments. This gave an unique opportunity to investigate: (1) the impact of two different online assessment formats on student performance in practical examination; (2) the impact of new formative practical examination on students’ performance in summative examinations; and (3) students’ opinions of these two practical examination formats. The class of 2021 perceptions was obtained as they experienced both formats. A retrospective cohort study was also conducted to analyze the Year 2 students’ performance in anatomy practical and year‐end summative examinations of cohorts AY 2015–2016, AY 2016–2017 (summative format), and AY 2017–2018 (formative format). There were no significant differences in students’ performance between two practical examination formats. The cohort who experienced the formative format, performed significantly better in summative examinations (mean ± SD: 82.32 ± 10.22%) compared with the cohort who experienced the summative format (73.77 ± 11.09%) (P < 0.001). Students highlighted positive features of the formative practical examination, including team reinforcement of learning, instant feedback, and enhanced learning. These findings indicate that students continue to study for anatomy practical examination without the need for external drivers. The team‐based learning style practical examination enhances students’ performance in summative examinations.

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Section: Discussionmentioning

confidence: 66%

Summative and Formative Style Anatomy Practical Examinations: Do They Have Impact on Students’ Performance and Drive for Learning?

Mogali

Rotgans

Rosby

et al. 2019

Anatomical Sciences Ed

View full text Add to dashboard Cite

show abstract

“…2 Previous studies do not demonstrate significant differences in United States Medical Licensing Examination (USMLE) Step 1 and Step 2 scores after changing from tiered grading to pass/fail grading. 1,3,4 However, the studies were conducted at highly selective institutions, so the results may not be generalizable to all medical schools. Average USMLE scores also increased overall during the study periods, potentially masking the effect of pass/fail grading.…”

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confidence: 99%

The Relationship Between Preclinical Grading and USMLE Scores in US Allopathic Medical Schools

Kim

George

2018

Fam Med

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Background and Objectives: Pass/fail preclinical grading is associated with improved student well-being. Studies do not demonstrate differences in United States Medical Licensing Examination (USMLE) scores after adopting pass/fail grading, but were conducted at unrepresentative, highly selective institutions, and average scores increased overall during the study periods. We investigated the effect of preclinical grading on USMLE scores across 96 US medical schools. Methods: Preclinical grading systems were identified with the 2017 Association of American Medical Colleges Medical School Admissions Requirements. Median undergraduate grade point average (GPA) and Medical College Admission Test (MCAT) scores and average Step 1 and Step 2 clinical knowledge (CK) scores were available for 96 of 142 US medical schools on US News Grad Compass. Multiple linear regression was used to adjust for entering student characteristics, and one-tailed Student’s t tests were used to test for noninferiority. Noninferiority margins were calculated using standard errors from the USMLE Score Interpretation Guidelines and average class size. Results: Fifty-six (58.3%) of 96 schools use pass/fail preclinical grading. After adjusting for MCAT, pass/fail grading was not associated with significant differences in average Step 1 (P=0.98) or Step 2 CK (P=0.63). The 90% confidence interval of the effect of pass/fail grading on Step 1 (-1.27, 1.24) did not cross the noninferiority margin of -1.33 (P=0.043). The 90% confidence interval for Step 2 CK (-1.46, 0.81) also did not cross the noninferiority margin of -1.5 (P=0.044). Conclusions: Pass/fail preclinical grading is noninferior to tiered preclinical grading in terms of USMLE scores.

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“…Further, a pass/fail approach reduced feelings of emotional exhaustion, depersonalization, burnout and the desire to drop out [24]. It did not decrease performance on qualifying examinations [25]. With nursing students, pass/fail grading was influential in supporting students towards providing safer care to their patients, including a reduction in medication errors [26].…”

Section: Advantagesmentioning

confidence: 99%

Pass/Fail and Discretionary Grading: A Snapshot of Their Influences on Learning

Melrose¹

2017

OJN

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This article provides a snapshot of pass/fail and discretionary grading approaches, highlighting the advantages and disadvantages of each. Normreferenced and criterion-referenced grading practices and their associations with learning are identified. A brief historical backdrop illustrates how grading practices have evolved. The inherent subjectivity of grading is emphasized. Pass/fail grading supports intrinsic motivation and self-direction, but limits opportunities for recognizing excelling students. Discretionary grading, which includes letter (F− to A+) and numeric (0% to 100%) representations, supports extrinsic motivation and self-improvement, but promotes unhealthy competition. Both approaches have merit and can effectively measure student achievement in nursing education programs.

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Evaluating a grading change at UCSD school of medicine: pass/fail grading is associated with decreased performance on preclinical exams but unchanged performance on USMLE step 1 scores

Cited by 28 publications

References 7 publications

Summative and Formative Style Anatomy Practical Examinations: Do They Have Impact on Students’ Performance and Drive for Learning?

Summative and Formative Style Anatomy Practical Examinations: Do They Have Impact on Students’ Performance and Drive for Learning?

The Relationship Between Preclinical Grading and USMLE Scores in US Allopathic Medical Schools

Pass/Fail and Discretionary Grading: A Snapshot of Their Influences on Learning

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