RESEARCH LIBRARY
RESEARCH LIBRARY
View the latest publications from members of the NBME research team
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.
Medical Science Educator: Volume 31, p 607–613 (2021)
This study extended previous research on the NBME Clinical Science Mastery Series self-assessments to investigate the utility of recently released self-assessments for students completing Family Medicine clerkships and Emergency Medicine sub-internships and preparing for summative assessments.
Teaching and Learning in Medicine: Volume 33 - Issue 4 - p 366-381
CSE scores for students from eight schools that moved Step 1 after core clerkships between 2012 and 2016 were analyzed in a pre-post format. Hierarchical linear modeling was used to quantify the effect of the curriculum on CSE performance. Additional analysis determined if clerkship order impacted clinical subject exam performance and whether the curriculum change resulted in more students scoring in the lowest percentiles before and after the curricular change.
Academic Medicine: September 2020 - Volume 95 - Issue 9 - p 1388-1395
This article aims to assess the correlations between United States Medical Licensing Examination (USMLE) performance, American College of Physicians Internal Medicine In-Training Examination (IM-ITE) performance, American Board of Internal Medicine Internal Medicine Certification Exam (IM-CE) performance, and other medical knowledge and demographic variables.
American Journal of Obstetrics and Gynecology, Volume 223, Issue 3, Pages 435.e1-435.e6
The purpose of this study was to examine medical student reporting of electronic health record use during the obstetrics and gynecology clerkship.
Integrating Timing Considerations to Improve Testing Practices
This book synthesizes a wealth of theory and research on time issues in assessment into actionable advice for test development, administration, and scoring.
Integrating Timing Considerations to Improve Testing Practices
This chapter presents a historical overview of the testing literature that exemplifies the theoretical and operational evolution of test speededness.
Academic Medicine: Volume 95 - Issue 1 - p 111-121
This paper investigates the effect of a change in the United States Medical Licensing Examination Step 1 timing on Step 2 Clinical Knowledge (CK) scores, the effect of lag time on Step 2 CK performance, and the relationship of incoming Medical College Admission Test (MCAT) score to Step 2 CK performance pre and post change.
Adv in Health Sci Educ 24, 141–150 (2019)
Research suggests that the three-option format is optimal for multiple choice questions (MCQs). This conclusion is supported by numerous studies showing that most distractors (i.e., incorrect answers) are selected by so few examinees that they are essentially nonfunctional. However, nearly all studies have defined a distractor as nonfunctional if it is selected by fewer than 5% of examinees.
Muscle Nerve, 58: 646-654
The Amyotrophic Lateral Sclerosis (ALS)‐Specific Quality of Life instrument and its revised version (ALSSQOL and ALSSQOL‐R) have strong psychometric properties, and have demonstrated research and clinical utility. This study aimed to develop a short form (ALSSQOL‐SF) suitable for limited clinic time and patient stamina.