Preparation for the United States Medical Licensing Examinations in the Face of COVID-19

Borsheim, Brianna; Ledford, Chelsea; Zitelny, Edan; Zhao, Caroline; Blizzard, John D.; Hu, Yenya

doi:10.1007/s40670-020-01011-1

Cited by 11 publications

(11 citation statements)

References 15 publications

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“…These approaches are Goals, Means, and Outcomes (GMO) and Self-assessment, Identification, and Patching (SIP). They have been applied in the context of preparation for the United States Medical License Examinations (USMLE) in response to the widely canceled/rescheduled USMLE examinations in March-May of 2020 due to COVID [25].…”

Section: Application Of the Practical Approachesmentioning

confidence: 99%

Reflections on Study Strategy Modifications Using Cognitive Load Theory and Dual Processing Theory in the First Year of Medical School

Zhao

2021

Med.Sci.Educ.

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Navigating the beginning of medical school can be challenging for students. The new learning environment and the increased volume and complexity of information presented within a short period of time demand more efficient and effective study strategies. We describe the experience and perspective of a first-year medical student, as well as the adjustment of study strategies based on the application of cognitive load theory and dual processing theory. We provide practical approaches that promote intentional and individualized studying planning and better knowledge retention, which may also improve the wellbeing of the new medical students.

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Section: Application Of the Practical Approachesmentioning

confidence: 99%

Reflections on Study Strategy Modifications Using Cognitive Load Theory and Dual Processing Theory in the First Year of Medical School

Zhao

2021

Med.Sci.Educ.

Self Cite

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“…Such rotations, while costly, are historically invaluable to being competitive for residency programs in certain fields 29 . Finally, USMLE site cancelations led to considerable testing delays, provoking additional anxiety in the preparation for this high stakes examination series 30 . In several cases, students had to extend their study period by months or start clinical clerkships without taking the Step 1 examination as they had previously planned.…”

Section: Limitations and Disadvantages Of Education Innovations During The Covid‐19 Pandemicmentioning

confidence: 99%

The COVID‐19 pandemic as a catalyst for medical education innovation: A learner’s perspective

Savage

2021

FASEB BioAdvances

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The COVID‐19 pandemic has been transformative for healthcare and medical education. Physician trainees and the education system that serves them adapted quickly so that trainees could finish the academic year on time and advance to the next phase of training without compromising clinical competency or public safety. Systemic changes have had the most significant impact on telemedicine training, virtual learning, secure testing, and the interview process for residency and fellowship training positions. Trainees are now getting regular, supervised practice experience with telemedicine. Some secure testing is being done remotely, without jeopardizing examination test items or trainee assessment. Attending physicians are experimenting with novel ways to engage learners with video for virtual rounds to keep the rounding team safe. Finally, the interview process for medical school, residency, and fellowship programs, which has traditionally been an expensive and travel‐laden process, has been made completely virtual for the first time ever. These changes have disadvantages, including a lack of social connection, potential distraction when learning remotely, and limited contact with a potential training program when interviewing by video. This perspective paper, written by a senior internal medicine resident, details his firsthand experience with these changes during the pandemic. It also looks forward to how the current changes will likely change medical education permanently and for the better.

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“…The rapid changes required to clinical examinations during the COVID-19 pandemic, in normal circumstances provided by OSCEs, reflect the challenges of infection risks to candidates, examiners and (simulated) patients, validity and reliability requirements of assessment, and acceptability to stakeholders. Some programmes have suspended licencing clinical assessments [12] which, in the case of the United States Medical Licencing Examinations, has led to anxiety and burnout among trainees [13]. The challenges of the pandemic have provided opportunities for disruptive innovation, with assessments adapted to the new situation [1,14].…”

Section: Comparison With Existing Literaturementioning

confidence: 99%

“…Since the RCA was developed using experience of a previous video exam that preceded the CSA, it incorporated elements [6] of the previous assessment [18], while increasing case numbers from 7 in the previous video exam to 13 in the RCA to enhance reliability and precision. Neither positive perception of the exam nor consultation format submitted was associated with passing and neither was reported trainer review of consultations, despite concerns about the possible differential effects of educator support.…”

Section: Comparison With Existing Literaturementioning

confidence: 99%

Candidate perceptions of the UK Recorded Consultation Assessment: cross-sectional data linkage study

Botan

Laparidou

Phung

et al. 2021

Education for Primary Care

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The Recorded Consultation Assessment (RCA) was rapidly developed to replace the Clinical Skills Assessment (CSA) for UK general practice licencing during COVID-19. We aimed to evaluate candidate perceptions of the RCA and relationships with performance. We conducted a crosssectional survey of RCA candidates with attitudinal, demographic, and free text response options, undertaking descriptive and factor analysis of quantitative data with qualitative thematic analysis of free text. Binomial regression was used to estimate associations between RCA pass, candidate characteristics and questionnaire responses.645 of 1551 (41.6%) candidates completed a questionnaire; 364 (56.4%) responders permitted linkage with performance and demographic data. Responders and non-responders were similar in exam performance, gender and declared disability but were significantly more likely to be UK graduates (UKG) or white compared with international medical (IMG) or ethnic minority graduates. Responders were positive about the digital platform and support resources. A small overall majority regarded the RCA as a fair assessment; a larger majority reported difficulty collecting, selecting, and submitting cases or felt rushed during recording.Logistic regression showed that ethnicity (white vs minority ethnic: odds ratio [OR] 2.99,95% confidence interval [CI] 1.23, 7.30, p = 0.016), training (UK vs IMG: OR 6.88, 95% CI 2.79, 16.95, p < 0.001), and English as first language (OR 5.11, 0% CI 2.08, 12.56, p < 0.001) were associated with exam success but questionnaire subscales, consultation type submitted, or extent of trainer review were not. The RCA was broadly acceptable but experiences were variable. Candidates experienced challenges and suggested areas for improvement.

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Preparation for the United States Medical Licensing Examinations in the Face of COVID-19

Cited by 11 publications

References 15 publications

Reflections on Study Strategy Modifications Using Cognitive Load Theory and Dual Processing Theory in the First Year of Medical School

Reflections on Study Strategy Modifications Using Cognitive Load Theory and Dual Processing Theory in the First Year of Medical School

The COVID‐19 pandemic as a catalyst for medical education innovation: A learner’s perspective

Candidate perceptions of the UK Recorded Consultation Assessment: cross-sectional data linkage study

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