The results are evidence for the validity of Step 3 as a measure of clinical competence. Candidates in broadly focused residencies scored higher on Step 3 compared to those in narrowly focused residencies. The predictive validity of Step 2, verbal reasoning, PGY1 assessment, Year 3 average for Step 3 performance is supported by the optimal regression model. Candidates in broadly focused residencies scored higher on Step 3 compared to those in narrowly focused residencies (F = 5.17, p < 0.05). The regression analyses resulted in an optimal model fit with the most parsimonious combination of independent variables (multiple R = 0.686, RĢ = 0.470, p < 0.001): Step 2 (β = 0.606) + verbal reasoning (β = 0.125) + PGY1 (β = 0.161) + Year 3 (β = 0.157). broadly focused two levels) as the independent variable was conducted. An analysis of covariance with Step 3 scores as the dependent variable, Step 2 scores as the covariate, and residency program (narrowly focused vs. Step 3 was the dependent variable in a backwards multiple regression. Admissions data, medical school preclinical achievement data, medical school clerkship clinical performance data, postgraduate clinical performance data, and USMLE Step 1 and 2 data were independent variables. The main purpose of the present study was to evaluate the predictive validity of medical school admissions data, preclinical and clinical achievement data, postgraduate evaluations, and the United States Medical Licensing Exam Step 1 and 2 data for performance on Step 3.Ī total of 321 physicians (178 men, 55.4 % 143 women, 44.6 %) participated. Individualized Step 3 scores provide medical schools with additional means to externally validate their educational programs and to enhance the scope of outcomes assessments for their graduates. In a multiple linear regression model accounting for over 50% of the total variance in Step 3 scores, Step 2 scores, broad-based-specialty residency training, and GPA independently predicted Step 3 scores. There were significant first-order associations between Step 3 scores and each of USMLE Step 1 and Step 2 scores, third-year clerkships' grade point average (GPA), Alpha Omega Alpha election, Medical Scientist Training Program graduation, broad-based specialty residency training, and PGY-l performance evaluation score. We analyzed Step 3 scores in association with medical school academic-performance measures, gender, residency specialty, and first postgraduate year (PGY-l) of training program-director performance evaluations. First Aid for Step 3- I read every chapter at least once, and read the chapters on OB/gyn and peds twice since that's not my area of practice.Academic and other student-specific variables associated with United States Medical Licensing Examination (USMLE) Step 3 performance have not been fully defined. Test day experience: I took the test on back-to-back days (Sun, Mon).ģ. I was working full time, so just studied in evenings and on weekends. It was helpful reading though those a few times to practice building a differential and thinking about the work-up.Ībout 2 months in total, but most intensively in the 4 weeks leading up to the exam. I also highly recommend the 100 CCS case summaries in the back of the Step 3 book. First Aid for Step 3- I read every chapter at least once, and read the chapters on OB/gyn and peds twice since that's not my area of practice. There are 101 cases and I did about 60% of them.ģ. It's excellent! I really liked that it gives feedback after the case unlike UWorld. CCS Cases - I found this software to be identical to the real test software. My second practice test (take 1 week before exam) I scored a 209.Ģ. My first practice test (taken 2 weeks before exam) I scored a 192. My average % right for the Qbank was 60%. USMLE World - I did all the questions in the Qbank and did both practice tests. I took my USMLE Step 3 in early Oct 2020 after two years of residency.
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