Relationships Between the Comprehensive Osteopathic Medical Achievement Test (COMAT) Subject Examinations and the COMLEX-USA Level 2-Cognitive Evaluation

Li, Feiming; Kalinowski, Kevin; Song, Hao; Bates, Bruce P.

doi:10.7556/jaoa.2014.140

Cited by 8 publications

(9 citation statements)

References 6 publications

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“…Moreover, prior research has supported stronger relationships when COMAT is used for evaluative purposes. 4 The study was approved as human subjects research through expedited review by the Institutional Review Board at the University of Illinois at Chicago.…”

Section: Participantsmentioning

confidence: 99%

“…3 Some osteopathic medical schools use COMAT scores as an evaluation of students' clerkship or clinical rotation. 4 Despite having different purposes, COMAT and Level 2-CE have several similarities. First, physicians write items and review content employing the same item writing and test development principles.…”

Section: Introductionmentioning

confidence: 99%

“…Prior research has supported the relationship between students' outcomes on clinical rotations and medical licensure examinations. 4,5 After investigating the correlation between osteopathic school performance and Level 2-CE, researchers found a stronger relationship between second-year osteopathic school performance and Level 2-CE than first-year performance (r ¼ 0.70-0.59; N ¼ 171, N ¼ 86, respectively). 5 Two years following the launch of COMAT, Li and colleagues found moderate correlations between performance on each of the 7 COMAT clinical subjects and Level 2-CE.…”

Section: Introductionmentioning

confidence: 99%

“…For most clinical subjects, the correlations were stronger for the second year of administration compared to the first year of administration (r ¼ 0.45-0.65, r ¼ 0.38-0.64, respectively). 4 These findings were based on a relatively small dataset shortly after the launch of COMAT.…”

Section: Introductionmentioning

confidence: 99%

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A Validity Study of COMLEX-USA Level 2-CE and COMAT Clinical Subjects: Concurrent and Predictive Evidence

Hudson

Tsai

Finch

et al. 2019

Journal of Graduate Medical Education

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Background The Comprehensive Osteopathic Medical Licensure Examination (COMLEX-USA) Level 2–Cognitive Examination (CE) and the Comprehensive Osteopathic Medical Achievement Test (COMAT) are administered to similar populations (third- and fourth-year osteopathic students) at similar points in time. Examining the relationship between scores on the 2 assessments that measure similar constructs ultimately supports the validity of both. Objective The purpose of this study is to provide empirical evidence of the concurrent and predictive validity of COMAT and COMLEX-USA Level 2-CE. Methods In 2018, first-attempt scores on Level 2-CE were aggregated from June 2015 to May 2018 and matched with first-attempt scores on each COMAT clinical subject. We conducted correlational analyses between performance on COMAT and Level 2-CE, and COMAT scores and Level 2-CE discipline subscores. Additionally, we used multivariate regression to analyze the predictive relationship between performance on all COMAT clinical subjects and Level 2-CE. Results The results from correlational analyses indicated statistically significant, positive associations between COMAT and Level 2-CE scores (r = 0.49–0.68, P < .0001), and statistically significant, but slightly weaker relationships between COMAT scores and Level 2-CE discipline subscores (r = 0.31–0.60, P < .0001). Furthermore, results from the multiple regression indicated that scores on COMAT explained 68% of the variance in Level 2-CE scores, and that COMAT internal medicine and emergency medicine were weighted more heavily than other specialties. Conclusions The findings from this study can inform assessment practices by supporting the use of COMAT for osteopathic medical schools that do not administer COMAT.

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Section: Participantsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A Validity Study of COMLEX-USA Level 2-CE and COMAT Clinical Subjects: Concurrent and Predictive Evidence

Hudson

Tsai

Finch

et al. 2019

Journal of Graduate Medical Education

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“…6 This finding adds to the existing literature documenting the associations between COMLEX performance and both school-based and residency performance measures. [7][8][9] Approximately 24% to 46% of the variance of Level 2-CE scores can be explained by the COMAT scores. Similarly, the COMAT clinical subject scores explained 68% of the variance among Level 2-CE scores.…”

mentioning

confidence: 99%

Establishing the Validity of Licensing Examination Scores

Boulet

2019

Journal of Graduate Medical Education

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Factors Leading to Successful Performance on U.S. National Licensure Exams for Medical Students: A Scoping Review

Jeyaraju

Linford²,

Mendes

et al. 2022

Academic Medicine

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Purpose To synthesize the evidence of the factors leading to successful performance on knowledge-based national licensure exams (NLEs) for medical students. Method The authors conducted a scoping review to summarize the peer-reviewed empiric literature that used United States Medical Licensing Examination (USMLE) Step 1 or Step 2 Clinical Knowledge or Comprehensive Osteopathic Medical Licensing Examination (COMLEX) Level 1 or Level 2 Cognitive Evaluation scores as outcomes. The authors searched PubMed and Scopus without date restrictions through April 30, 2021. Two reviewers independently screened and selected studies for inclusion. Data were summarized narratively and with descriptive statistics. Results The authors screened 1,185 unique citations and included 233 full-text studies in their review. Of these, 201 (86%) were studies of USMLE exams, 31 (13%) were studies of COMLEX exams, and 1 (0.4%) reported on both. The authors classified 29 studies (12%) as informing NLE preparation, 163 (70%) as attempting to identify predictive variables, and 76 (33%) as using NLE scores for program evaluation. Preparation studies found that the number of practice test items, practice exam scores, and less time in dedicated preparation correlated with higher NLE scores. Use of other commercial resources or study strategies was not consistently associated with higher scores. Predictive studies found the strongest relationships between individuals’ performance on past assessments and their NLE scores. Conclusions The factors leading to successful performance on knowledge-based NLEs align with well-known principles from the cognitive sciences. Learners build on existing foundations of knowledge (reflected in their prior academic performance) and are likely to learn more efficiently with testing and spaced learning over time. While commercial test preparation resources are ubiquitous, there is no evidence that a single resource gives students a competitive advantage on NLEs. Developing habits of regular and continuous learning is necessary for clinical practice and successful NLE performance.

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Relationships Between the Comprehensive Osteopathic Medical Achievement Test (COMAT) Subject Examinations and the COMLEX-USA Level 2-Cognitive Evaluation

Abstract: The COMAT subject examination scores were moderately intercorrelated, as hypothesized, with higher correlations between COMAT and COMLEX-USA Level 2-CE scores. The COMAT performance was predictive of COMLEX-USA Level 2-CE performance.

Cited by 8 publications

References 6 publications

A Validity Study of COMLEX-USA Level 2-CE and COMAT Clinical Subjects: Concurrent and Predictive Evidence

A Validity Study of COMLEX-USA Level 2-CE and COMAT Clinical Subjects: Concurrent and Predictive Evidence

Establishing the Validity of Licensing Examination Scores

Factors Leading to Successful Performance on U.S. National Licensure Exams for Medical Students: A Scoping Review

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