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RESEARCH LIBRARY

View recent publications to learn how the NBME research team is working to improve our products and services, advance the field of assessment science, and support the health professions.

Showing 1 - 10 of 78 Research Library Publications
Posted: July 1, 2022 | Victoria Yaneva, Janet Mee, Le Ha, Polina Harik, Michael Jodoin, Alex Mechaber

Proceedings of the 2022 Conference of the North American Chapter of the Association for Computational Linguistics: Human Language Technologies - p 2880–2886

 

This paper presents a corpus of 43,985 clinical patient notes (PNs) written by 35,156 examinees during the high-stakes USMLE® Step 2 Clinical Skills examination.

Posted: June 7, 2022 | Monica M. Cuddy, Chunyan Liu, Wenli Ouyang, Michael A. Barone, Aaron Young, David A. Johnson

Academic Medicine: June 2022

 

This study examines the associations between Step 3 scores and subsequent receipt of disciplinary action taken by state medical boards for problematic behavior in practice. It analyzes Step 3 total, Step 3 computer-based case simulation (CCS), and Step 3multiple-choice question (MCQ) scores.

Posted: May 11, 2022 | Peter Baldwin, Brian E. Clauser

Journal of Educational Measurement: Volume 59, Issue 2, Pages 140-160

 

A conceptual framework for thinking about the problem of score comparability is given followed by a description of three classes of connectives. Examples from the history of innovations in testing are given for each class.

Posted: April 1, 2022 | Katie L. Arnhart, Monica M. Cuddy, David Johnson, Michael A. Barone, Aaron Young

Academic Medicine: April 2022 - Volume 97 - Issue 4 - p 476-477

 

Response to to emphasize that although findings support a relationship between multiple USMLE attempts and increased likelihood of receiving disciplinary actions, the findings in isolation are not sufficient for proposing new policy on how many attempts should be allowed.

Posted: February 1, 2022 | Monica M. Cuddy, Lauren M. Foster, Paul M. Wallach, Maya M. Hammoud, David B. Swanson

Academic Medicine: February 2022 - Volume 97 - Issue 2 - p 262-270

 

This study examined shifts in U.S. medical student interactions with EHRs during their clinical education, 2012–2016, and how these interactions varied by clerkship within and across medical schools.

Posted: January 1, 2022 | Hilary Barnes, Asefeh Faraz Covelli, Jonathan D. Rubright

Journal of the American Association of Nurse Practitioners: January 2022 - Volume 34 - Issue 1 - p 78-88

The purpose of this study was to develop and examine the initial factor structure of a novel instrument that measures NNPRT.

Posted: December 4, 2021 | Victoria Yaneva, Brian E. Clauser, Amy Morales, Miguel Paniagua

Journal of Educational Measurement: Volume 58, Issue 4, Pages 515-537

 

In this paper, the NBME team reports the results an eye-tracking study designed to evaluate how the presence of the options in multiple-choice questions impacts the way medical students responded to questions designed to evaluate clinical reasoning. Examples of the types of data that can be extracted are presented. We then discuss the implications of these results for evaluating the validity of inferences made based on the type of items used in this study.

Posted: September 1, 2021 | Stanley J. Hamstra, Monica M. Cuddy, Daniel Jurich, Kenji Yamazaki, John Burkhardt, Eric S. Holmboe, Michael A. Barone, Sally A. Santen

Academic Medicine: September 2021 - Volume 96 - Issue 9 - p 1324-1331

 

This study examines associations between USMLE Step 1 and Step 2 Clinical Knowledge (CK) scores and ACGME emergency medicine (EM) milestone ratings.

Posted: September 1, 2021 | Katie L. Arnhart, Monica M. Cuddy, David Johnson, Michael A. Barone, Aaron Young

Academic Medicine: September 2021 - Volume 96 - Issue 9 - p 1319-1323

 

This study examined the relationship between USMLE attempts and the likelihood of receiving disciplinary actions from state medical boards.

Posted: May 25, 2021 | Karen E. Hauer, Daniel Jurich, Jonathan Vandergrift, Rebecca S. Lipner, Furman S. McDonald, Kenji Yamazaki, Davoren Chick, Kevin McAllister, Eric S. Holmboe

Academic Medicine: Volume 96 - Issue 6 - p 876-884(9)

 

This study examines whether there are group differences in milestone ratings submitted by program directors working with clinical competency committees based on gender for internal medicine residents and whether women and men rated similarly on subsequent in-training and certification examinations.