Pre-matriculation clinical experience positively correlates with Step 1 and Step 2 scores

Johnstone, Cameron; Rappaport, Douglas; Bilello, Leslie A; Adamas-Rappaport, William

doi:10.2147/amep.s173470

Cited by 16 publications

(12 citation statements)

References 15 publications

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“…While the majority of them noted that their scribe experience helped them "somewhat" or "a lot" with their pre-clerkship work, an analysis of covariance (ANCOVA) found no statistically significant difference in outcome metrics such as USMLE (United States Medical Licensing Examination) Step 1 scores, class rank, assessment of note writing ability, or self-reported wellbeing. This finding contrasts with that of Shah et al [18] who found a statistically significant improvement in both Step 1 and Step 2 USMLE scores for those with "pre-matriculation clinical experience" among a single class of medical students at one school. It must be noted however that Shah did not assess the impact of having been a scribe separately from the other forms of "pre-matriculation experience" (e.g., having been an RN/LPN/NP, PA, or EMT/paramedic) and it is not possible to conclude from this that scribing itself is linked with subsequent improved exam performance.…”

Section: Discussioncontrasting

confidence: 99%

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The Scribe Effect: the Impact of a Pre-matriculation Experience on Subsequent Medical School Education

2021

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Medical scribes have been utilized since the 1970s but have been in ever-increasing demand over the past 25 years. The reasons for this growth have been well documented, with positive impacts on provider well-being, patient satisfaction, clinical efficiency, and revenue generation. Many aspiring healthcare providers become medical scribes during or immediately after college, believing it will provide them with helpful experience and increase their chances of gaining entrance into medical education. However, little data exists to justify those beliefs. Through written surveys and semi-structured interviews, we found that scribes feel that their experience shaped their futures in medicine in two broad themes, specifically confirming their commitment to medicine (with subthemes of specialty choice, establishing mentorship, and exposure to difficult topics) and the essential skills of a physician (with subthemes of communication, professionalism, history and physical, terminology and jargon, and clinical reasoning). Understanding the impact of a scribe experience may provide medical school admissions personnel a more thorough sense of the scribe’s strengths and likelihood of success in training, and should generate testable hypotheses for further studies into the learning processes of medical scribes.

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Section: Discussioncontrasting

confidence: 99%

“…The belief that having been a scribe improves a student's ability to succeed in medical school has little scientific foundation in the literature beyond some reports on performance on standardized exams and clerkship grades [17][18][19][20][21][22]. We are particularly interested in the perceptions of students who have been scribes.…”

Section: Introductionmentioning

confidence: 99%

The Scribe Effect: the Impact of a Pre-matriculation Experience on Subsequent Medical School Education

2021

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“…Medical College Admission Test (MCAT): Many studies have shown that the MCAT score was a strong predictor for Step 2 CK score [ 36 , 41 ]. Two studies (p = 0.04 and p < 0.001) showed that a positive relationship exists when using the older style of MCAT scoring in regard to Step 2 CK performance [ 42 ].…”

Section: Reviewmentioning

confidence: 99%

Predictors of Performance on the United States Medical Licensing Examination Step 2 Clinical Knowledge: A Systematic Literature Review

Jacobparayil¹,

Ali²,

Pomeroy³

et al. 2022

Cureus

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In February 2020, the governing bodies of the United States Medical Licensing Examination (USMLE) announced the decision to change Step 1 score reporting from a three-digit system to pass/fail designation. Previous studies theorized that Step 2 Clinical Knowledge (CK) will become the numerical standard by which residency directors can quickly sort through program applicants. The goal of this study is to review prior research and identify significant factors associated with Step 2 CK outcomes.A systematic literature search on PubMed, Web of Science, Scopus, and ERIC that included articles published between 2005 and 2015 was conducted using the keywords "USMLE," "Step 2 CK," "score," "success," and "predictors."After screening the initial search yield of 3,239 articles, 52 articles were included for this review. Positively correlated factors included Step 1 score, clinical block grades, Comprehensive Clinical Science Self-Assessment (CCSSA), Comprehensive Clinical Science Examination (CCSE), and volunteerism. Factors such as clerkship sequence and pass/fail grading failed to correlate with Step 2 CK. Medical College Admission Test (MCAT) score (p < 0.01) and undergraduate grade point average (GPA) (p = 0.01) positively correlated, while age displayed a negative correlation. Additionally, females typically scored higher on Step 2 CK than their male peers.The study findings suggest that continuous learning and academic success throughout medical school positively influence eventual Step 2 CK scoring. Performance on USMLE practice examinations, Step 1, and clinical evaluations serve as positive predictors for Step 2 CK scores. Interestingly, changing answers and spending more time on each question during the examination were associated with higher scores.

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“…Pre-matriculation programs have been implemented in the past in order to benefit students of lower socioeconomic status in terms of transitioning and succeeding in medical school (Shah et al, 2018). These past programs have proven to be highly successful in that participants within these programs reportedly felt that it eased the transition to medical school, increased levels of confidence, and provided opportunities to socially interact with peers and mentors (Kornitzer, Ronan and Rifkin, 2005).…”

Section: Discussionmentioning

confidence: 99%

Curriculum change for the Texas Joint Admission Medical Program undergraduate summer internship

Ghali¹,

Nashawi²,

Khan³

et al. 2021

MedEdPublish

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BACKGROUND AND OBJECTIVESThe Joint Admission Medical Program (JAMP) is a pre-matriculation program created by the Texas Legislature for students who have diverse socioeconomic. JAMP is currently active in nine Texas medical schools, including the Long School of Medicine (SOM) in San Antonio. Audits of previous curricula administered by the program have shown didactic experiences that lacked training that translates to utility in the clinical setting. A test-run of a new curriculum in 2018 proved positive. The rollout of the program in the summer of 2019 focuses on intertwining principles of basic science with correlations encountered in the clinical environment. These principles are in line with the objectives and goals of the educational experience envisioned by the Long SOM upon revision. DESIGNA mixed method evaluation administered to students (n=25) was used to determine whether the goals of the new curriculum were achieved. Understanding of the material by participants was measured through weekly concept surveys that allowed instructors to see how well each student retained information and concepts introduced to them throughout the course of the program. Their overall satisfaction with the course and their ability to intertwine both basic science and clinical skills were evaluated through bi-weekly surveys that allowed students to rate certain aspects of the program. RESULTSCurriculum modulation that is tailored to incorporate basic sciences embedded within clinical scenarios as opposed to disjoint introduction of content resulted in an augmented learning experience. Given the population studied, these findings apply in the setting of a pre-matriculation programs aimed to recruit students of certain demographics to

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Pre-matriculation clinical experience positively correlates with Step 1 and Step 2 scores

Cited by 16 publications

References 15 publications

The Scribe Effect: the Impact of a Pre-matriculation Experience on Subsequent Medical School Education

The Scribe Effect: the Impact of a Pre-matriculation Experience on Subsequent Medical School Education

Predictors of Performance on the United States Medical Licensing Examination Step 2 Clinical Knowledge: A Systematic Literature Review

Curriculum change for the Texas Joint Admission Medical Program undergraduate summer internship

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