![]() ![]() We assessed the influence of several factors on Step 1 scores. Our second regression model had a practice test score as the dependent variable and preclinical overall grades, total number of practice items completed, and total preparation duration as predictors. We used Step 1 score as the dependent variable in our first multiple regression model and preclinical overall grades, practice test scores, the total number of practice items completed, and total preparation duration as independent variables (i.e., predictors). Where DV equals the dependent variable, b equals the change in the score of the dependent variable associated with a one-unit change in the independent variable, IV equals the respective independent variable, and e represents an error term. Regressions are based on the following model:ĭV = b 1 IV 1 + b 2 IV 2 + b 3 IV 3 + b i IV i + e ![]() Multiple regression was used to assess relationships among several independent variables simultaneously on an outcome, i.e., dependent variable, of interest. Relationships among the variables were assessed by examining correlations and running two multiple regression models. The survey asked students for self-reported Step 1 scores, preclinical overall grades (determined by aggregated student scores on preclinical exams during the first 2 years of medical school), practice test scores (based on National Board of Medical Examiners Comprehensive Basic Science Self-Assessment (NMBE-CBSA) test score taken during the final months of the second year), total number of practice items completed, time spent doing practice tests, hours per day spent studying for the exam, and total Step 1 preparation duration (prep time). The survey was conducted anonymously, and participation was voluntary. An email with a link to the online survey was sent out to the class of 2019 at MUSM after the majority of students took the Step 1 exam. The purpose of this study is to evaluate predictors of Step 1 success by assessing the relationship among Step 1 scores and factors endorsed by medical students for exam success, such as total length of Step 1 preparation, hours of Step 1 preparation per day, practice test scores, and extent of commercial question bank usage, and preclinical grade point average.Īn online survey was designed by the authors and then reviewed and approved by Mercer University’s Institutional Review Board. However, investigations of increasingly popular commercial question banks have not elucidated an added benefit to employing this approach for Step 1 studying when controlling for traditional predictors of Step 1 success. Practice tests, test bank questions, and study duration have been endorsed by students as essential factors for the successful preparation of any examination. Demographic factors (e.g., sex, age, and race) and variables such as style of basic medical science teaching, parental income, student learning style, student perceptions of learning environment, and levels of test-associated stress and anxiety have been shown to be weakly associated with Step 1 scores. ![]() Traditionally emphasized variables such as higher undergraduate science and overall grades, the selectivity of undergraduate schools, higher Medical College Admission Test scores, and higher early medical school basic science grades have been shown to be moderately-to-strongly associated with higher Step 1 scores. Therefore, medical students, faculty, and others with a vested interest in medical student success are often in search of methods for improving Step 1 scores. Residency programs emphasize Step 1 scores due to various studies associating higher Step 1 scores with better performance on future professional certification exams and residency clinical performance. ![]() Secondarily, Step 1 scores are regularly cited as the main criterion for evaluation of medical residency applicants, with higher Step 1 scores correlated with applicant acceptance at more competitive training programs. Primarily, a satisfactory Step 1 score serves as a prerequisite to taking the next series of USMLE Step exams and to advancing in medical school curricula. The USMLE Step 1 (Step 1) assesses the examinee’s fund of knowledge in basic science and the ability to apply it to medical practice. The United States Medical Licensing Examination (USMLE) consists of three sequential examinations taken during medical education. ![]()
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