Examination of Medical College Admission Test Scores and US Medical Licensing Examination Step 1 and Step 2 Clinical Knowledge Scores Among Students With Disabilities

Purkiss, Joel; Plegue, Melissa; Grabowski, Christina J.; Kim, Michael; Jain, Sharad; Henderson, Mark C.; Meeks, Lisa M.

doi:10.1001/jamanetworkopen.2021.10914

Cited by 6 publications

(4 citation statements)

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“…Step 1 scores in either the cognitive/ learning (P = .238) or physical/sensory group (P = .136). As detailed in another publication, 24 we also found that MCAT scores were positively associated with…”

Section: Gender Did Not Significantly Influencesupporting

confidence: 82%

The Performance and Trajectory of Medical Students With Disabilities: Results From a Multisite, Multicohort Study

et al. 2022

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Section: Gender Did Not Significantly Influencesupporting

confidence: 82%

The Performance and Trajectory of Medical Students With Disabilities: Results From a Multisite, Multicohort Study

et al. 2022

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“…In addition, further research is needed to examine the impact of academic accommodations for medical students with ADHD and other high-pro le disabilities, investigating a possible relation between academic performance, symptom severity, and the granting of extended time on exams or providing a limited distraction testing environment (12). A recent study from Purkiss et al (2021) also indicated that there needs to be a better understanding of MCAT performance in association with USMLE scores in students with disabilities that can aid in making informed decisions about these students (12).…”

Section: The Need For More Researchmentioning

confidence: 99%

Barriers in Medical Education: A Scoping Review of Common Themes for Medical Students With Disabilities

Nash

Conner

Fellows

et al. 2022

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Many leaders in medical education have called for the inclusion of students with disabilities. Yet, a small number of review articles have been written summarizing the key literature addressing this topic. This review focuses on literature published between 2000-2021 that discusses medical education disability-specific barriers, student disability prevalence, and available institutional disability resources. Barriers include lack of procedure for students with disabilities to access services, delays in education to address disability needs, identified institutional disability resource professional (DRP), structural and physical barriers, outdated policies, and lack of understanding of accommodations needed in all educational settings, especially clinical. Medical school stakeholders must clearly understand the published literature on this topic to promote the full inclusion of students with disabilities.

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“…[17][18][19] Recent data demonstrate that students with disabilities also have lower mean scores on the MCAT than students without disabilities. 20 Collectively, these trends suggest underrepresented and marginalized groups of students are more likely to be overrepresented among those who fail Step 1.…”

Section: Introductionmentioning

confidence: 99%

“…Students from underrepresented groups experience multifactorial, historical, and systemic inequalities that precede medical education [14][15][16][17][18][19][20][21][22][23][24] and may contribute to increased risk for Step 1 failure and are also more likely to encounter financial barriers, [22][23][24] which may prevent them from purchasing costprohibitive educational preparatory materials. 25 Students with disabilities share similar struggles to accessing the Step 1 exam in the form of accommodations.…”

Section: Introductionmentioning

confidence: 99%

Compassionate Off-Ramps: The Availability of Terminal Master's Degrees in US Medical Schools

Petersen

Jain

Case

et al. 2023

Journal of Medical Education and Curricular Development

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Medical students who underperform or find they are not a “good fit” for medicine have limited options. A terminal master's degree represents an exit alternative that recognizes students’ completed coursework and acknowledges their commitment to the medical sciences. Although medical educators have called for the creation of such programs, termed “compassionate off-ramps,” the prevalence of degree offerings in US programs is unknown. In the fall of 2020, a survey was sent to Student Affairs Deans at 141 LCME-accredited MD programs; 73 institutions responded (52%). Terminal master's degrees were offered by 19% of respondent institutions (n = 13). While 85% of those without a terminal master's (n = 48) endorsed degree benefits, only 36% (n = 21) had plans to create the degree. This study demonstrates that few US medical schools offer a terminal master's degree, leaving students who exit medicine with high levels of debt without an avenue for a degree to support employment or future academic pursuits. The authors identify implications for students, particularly those who are at a higher risk of failing Step 1, such as students who are underrepresented in medicine, socioeconomically disadvantaged, or who have a disability and are unaccommodated. Potential barriers to terminal master's program creation are identified and mitigating strategies are recommended.

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Examination of Medical College Admission Test Scores and US Medical Licensing Examination Step 1 and Step 2 Clinical Knowledge Scores Among Students With Disabilities

Abstract: This cohort study examines the association between Medical College Admission Test (MCAT) scores, disability status and category, and performance on US Medical Licensing Examination (USMLE) Step 1 and Step 2 CK scores.

Cited by 6 publications

References 6 publications

The Performance and Trajectory of Medical Students With Disabilities: Results From a Multisite, Multicohort Study

The Performance and Trajectory of Medical Students With Disabilities: Results From a Multisite, Multicohort Study

Barriers in Medical Education: A Scoping Review of Common Themes for Medical Students With Disabilities

Compassionate Off-Ramps: The Availability of Terminal Master's Degrees in US Medical Schools

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