Clerkship Curriculum Design and USMLE Step 2 Performance: Exploring the Impact of Self-Regulated Exam Preparation.
Clerkship curriculum
Cumulative assessment
Self-regulated learning
Step 2 CK
Journal
Medical science educator
ISSN: 2156-8650
Titre abrégé: Med Sci Educ
Pays: United States
ID NLM: 101625548
Informations de publication
Date de publication:
Mar 2019
Mar 2019
Historique:
entrez:
30
8
2021
pubmed:
18
1
2019
medline:
18
1
2019
Statut:
epublish
Résumé
This study examined medical students' stress and certification exam preparation practices in a reformed clerkship curriculum that excluded high-stakes knowledge testing from end-of-rotation performance evaluation. Stress and exam preparation practices were assessed via a survey comprising locally developed questions, three subscales of the Motivated Strategies for Learning Questionnaire, and two subscales of the Medical Student Stressor Questionnaire. The association between stress, learning self-regulation, and certification exam scores was evaluated retrospectively using non-parametric tests of association (Spearman's rho). Forty students responded to the survey and consented to use of academic performance data (57% participation rate). Mean certification exam scores were indistinguishable from historical controls. Exam preparation practices resembled those of pre-clinical students: exam-related worrying and time devoted to studying were high, increasing as the exam drew near; preferred study resources were directly analogous to exam questions; and study involved relatively few generative strategies (e.g., concept mapping). Sustaining effort and creating time and space to study were associated with better exam performance, as was participation in this study. On the surface, the absence of regularly spaced, high-stakes testing from clerkship performance evaluation appears to "do no harm" to students' certification exam scores. Students already performing better academically may excel due in part to effective learning self-regulation strategies. However, a clerkship curriculum that does not scaffold self-regulation via cumulative knowledge assessment could further disadvantage students already earning lower scores. Evaluating the impact of curriculum reforms should continuously examine changes to learners' experience in context.
Identifiants
pubmed: 34457476
doi: 10.1007/s40670-019-00691-8
pii: 691
pmc: PMC8368714
doi:
Types de publication
Journal Article
Langues
eng
Pagination
265-276Informations de copyright
© International Association of Medical Science Educators 2019.
Déclaration de conflit d'intérêts
Conflict of InterestThe authors declare that they have no conflict of interest.
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