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.
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.
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.
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.
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.
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.
Medical Teacher: Volume 40 - Issue 11 - p 1143-1150
This study explores a novel milestone-based workplace assessment system that was implemented in 15 pediatrics residency programs. The system provided: web-based multisource feedback and structured clinical observation instruments that could be completed on any computer or mobile device; and monthly feedback reports that included competency-level scores and recommendations for improvement.
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.
The authors examined the extent to which USMLE scores relate to the odds of receiving a disciplinary action from a U.S. state medical board.