Showing 1 - 4 of 4 Research Library Publications

Differential Item Functioning Analysis of United States Medical Licensing Examination Step 1 Items

Posted: | Jonathan D. Rubright, Michael Jodoin, Stephanie Woodward, Michael A. Barone

Academic Medicine: Volume 97 - Issue 5 - Pages 718-722

 

The purpose of this 2019–2020 study was to statistically identify and qualitatively review USMLE Step 1 exam questions (items) using differential item functioning (DIF) methodology.

Category:Product-Oriented Research, USMLE, Assessment-Oriented Research, Links to Outcomes

Associations Between Medical Education Assessments and American Board of Family Medicine Certification Examination Score and Failure to Obtain Certification

Posted: | L. E. Peterson, J. R. Boulet, B. E. Clauser

Academic Medicine: Volume 95 - Issue 9 - p 1396-1403

 

The objective of this study was to evaluate the associations of all required standardized examinations in medical education with ABFM certification examination scores and eventual ABFM certification.

Category:Assessment-Oriented Research, Links to Outcomes

Performance on the Nephrology In-Training Examination and ABIM Nephrology Certification Examination Outcomes

Posted: | D. Jurich, L. M. Duhigg, T. J. Plumb, S. A. Haist, J. L. Hawley, R. S. Lipner, L. Smith, S. M. Norby

CJASN May 2018, 13 (5) 710-717

 

Medical specialty and subspecialty fellowship programs administer subject-specific in-training examinations to provide feedback about level of medical knowledge to fellows preparing for subsequent board certification. This study evaluated the association between the American Society of Nephrology In-Training Examination and the American Board of Internal Medicine Nephrology Certification Examination in terms of scores and passing status.

Category:Assessment-Oriented Research, Reliability/Validity, Health Professions

It's Happening Sooner Than You Think: Spotlighting the Pre-Medical Realm

Posted: | B. Michalec, M. M. Cuddy, P. Hafferty, M. D. Hanson, S. L. Kanter, D. Littleton, M. A. T. Martimianakis, R. Michaels, F. W. Hafferty

Med Educ, 52: 359-361

 

Focusing specifically on examples set in the context of movement from Bachelor's level undergraduate programmes to enrolment in medical school, this publication argues that a great deal of what happens on college campuses today, curricular and otherwise, is (in)directly driven by the not‐so‐invisible hand of the medical education enterprise.

Category:Assessment-Oriented Research, Links to Outcomes, Health Professions