Standardized Examination Scores Research Articles

Problem-based learning on the WeChat public platform in radiation oncology residency training programs

PurposeThis study explored the effectiveness of a Problem-based Learning (PBL) teaching model on the WeChat public platform for radiation oncology residency training programs.Materials and methodsThe WeChat PBL program was initiated in 2019. The study recruited student participants, on a voluntary basis, who were in their first and second years of standardized training in radiation oncology. We selected classic and trending issues in radiation oncology as the two main teaching topics. Students in the PBL group searched for relevant literature, summarizing PowerPoint presentations or academic speeches on specific issues published on the professional WeChat public platform after an in-depth review by teachers. The final national standardized training examination scores for resident physicians were used to evaluate teaching effectiveness. The graduation scores of the PBL and non-PBL groups were compared, and a stratified analysis was conducted based on the year of participation to assess the teaching effectiveness of this model. Moreover, questionnaires were administered to evaluate students’ experiences.ResultsAmong the 36 students who joined the study in 2019, 16 (44.0%) voluntarily joined the PBL teaching group. Nine students started teaching PBL in their first year of residency, accounting for 47.4% of that year, and seven started in their second year, accounting for 41.2%. The average graduation scores of the PBL group were superior to those of the non-PBL-focused group for the same grade. The rate of high scores among students in the PBL group (56.3%) was higher than that of students in the non-PBL group (25%). Specifically, first-year residents who joined the PBL group had an average score of 92.3 ± 2.2, significantly higher than their non-PBL counterparts, who scored an average of 88.6 ± 4.6, showing a statistically significant advantage (p = 0.042). All students were satisfied with the PBL WeChat teaching and would recommend the PBL WeChat course to others.ConclusionThe PBL residency teaching model on the WeChat platform improved residency scores and garnered student satisfaction.

Testing the Effects of Individual Residents' Retrieval Practice on Standardized Examination Scores.

Residents have limited time and much to learn. Retrieval practice-studying using exam-style review questions-is a powerful educational tool for aggregate groups of learners, but it has not been tested for individual graduate medical education (GME) trainees. We conducted a retrospective observational study examining how individual residents' self-directed retrieval practice affected their learning. We used linear regression models to compare the number of exam-style multiple-choice practice questions each resident answered per year to their scores on annual In-Training Exams (ITE). We found that the higher a resident's ITE score was at the start of a year, the fewer practice questions they answered that year for both first- (p = 0.023) and second-year (p = 0.020) trainees. Then, the more questions a resident answered in a year, the more their ITE score increased over that year for both first- and second-year trainees (p = 0.026 and 0.025, respectively). Residents' prior ITE scores also independently predicted their subsequent ITE scores (p = 0.024 in the first and 0.007 in the second year), and the effect of their baseline scores was larger than the effect of the number of practice questions they answered. Individual residents' prior exam scores significantly predict their future exam scores, and their independent retrieval practice using exam-style review questions also significantly predicts the annual improvement in their scores. These findings add to the growing evidence supporting retrieval practice in GME, and they can inform individualized educational coaching for GME trainees.

Matching Against Men: 5 Years of Residency Match Data Show Disparities Still Exist.

Despite progress toward equal representation by sex in medical practice, women remain underrepresented in many specialties. This study sought to examine the current state of gender equality among recently graduated doctors in multiple specialties. Deidentified demographics, standardized examination scores, and Match results were gathered for 829 graduates. Participants were selected from an allopathic medical school between 2016 and 2020. Nineteen students (2.29%) were excluded from the study. Descriptive statistics were calculated, and χ2 tests for independence were used to compare proportions between reported sex and specialty and program Match results. One-way analysis of variance was then performed to test for differences in US Medical Licensing Examination Step 1 and Step 2 scores between sexes. P < 0.05 was considered statistically significant. Of the 829 individuals studied, 44.6% were women. A significantly smaller proportion of women matched into the most competitive specialties, despite no significant difference in US Medical Licensing Examination Step 1 scores between sexes. Furthermore, there was an overall significant trend of women matching into more competitive programs for any given specialty. In this study, we found that men matched into more highly competitive specialties, whereas women matched into more competitive residency program locations. Further research is needed to determine why women matched into specific specialties at lower rates than their male peers and seek to understand how sex affects the narrative of specialty choice.

A Know-Brainer: The Power of Cadaver-Based Instruction to Teach Clinical Neuroanatomy.

Learning experiences that incorporate cadaver prosection or dissection of the brain have shown to enhance the acquisition and retention of neuroanatomy and improve standardized examination scores when included within medical curriculum. However, the role of cadaver-based instruction within allied health fields, and particularly in the field of communication sciences and disorders (CSD), remains limited and less understood. The effectiveness of a cadaver-based lab compared to lecture to teach neuroanatomy within an undergraduate/postbaccalaureate clinical neuroscience course for CSD majors was explored within a crossover design. Fifty-four participants were stratified by class rank between two initial training sessions: lab-first versus lecture-first. Neuroanatomical knowledge was tested via labeling tasks at baseline, after the first allocated training, and at 1-week follow-up after crossover training had been completed. Both cohorts demonstrated significant gains in neuroanatomical knowledge following training, yet after the initial training session, students that received cadaver-based instruction produced a significantly greater number (p < .001) and more accurate (p < .001) anatomical labels than students that received lecture. After completion of the crossover design, students receiving cadaver-based instruction prior to lecture continued to demonstrate superior labeling accuracy at follow-up testing (p = .022). Cadaver-based instruction was more effective in improving students' ability to identify neuroanatomy compared to lecture for CSD students. Interestingly, cadaver-based demonstrations were also most effective in bolstering students' retention of structural knowledge when conducted before, instead of after, a lecture. Clinical training programs, specifically student learning outcomes, benefit from cadaver-based instruction that provides both three-dimensional orientation and a deep appreciation of the human elements of clinical anatomy. Furthermore, both the acquisition and retention of anatomical concepts may be enhanced through strategic instructional design, particularly in regard to the order of lecture and lab experiences.

A Cohort Study Assessing the Impact of Anki as a Spaced Repetition Tool on Academic Performance in Medical School

IntroductionAnki is an application that capitalizes upon the techniques of spaced repetition and is increasingly utilized by medical students for examination preparation. This study examines the impact of Anki usage in a medical school curriculum on academic performance. Secondary objectives analyzed individual Anki utilization and a qualitative assessment of Anki use.MethodsA cohort-control study was conducted at Boonshoft School of Medicine. One hundred thirty first-year medical students were enrolled in an Anki utilization training program from July 2021 to September 2021. Training included educational Anki courses and subsequent survey data collection over Anki usage. Data variables included all course final examinations, the Comprehensive Basic Science Exam (CBSE), individual Anki user statistics, nationally standardized exams scores, and Qualtrics surveys on student perceived ease of use.ResultsSeventy-eight students reported using Anki for at least one of the exams, and 52 students did not use Anki for any exam. Anki users scored significantly higher across all four exams: Course I (6.4%; p < 0.001); Course II (6.2%; p = 0.002); Course III (7.0%; p = 0.002); and CBSE (12.9%; p = 0.003). Students who reported higher dependency on Anki for studying performed significantly better on the Course I, II, and CBSE exams.ConclusionAnki usage may be associated with an increase in standardized examination scores. This supports Anki as an evidence-based spaced repetition and active retrieval learning modality for medical school standardized examinations. There was little correlation between its specific statistical markers and examination performance. This is pertinent to physicians and medical students alike as the learning and preservation of biomedical knowledge is required for examinations and effective clinical care.

Monitoring of regional cerebral oximetry by near-infrared spectroscopy during off-pump coronary artery bypass grafting to evaluate the impact on postoperative neurocognitive dysfunction – A prospective study

Abstract Background and Aims: Postoperative neurological dysfunction is a common noncardiac complication following cardiac surgery. Primary objective of our study was to evaluate the effects of cerebral oxygen desaturation on the neurological outcome in the postoperative period by monitoring regional cerebral oxygen saturation in off-pump coronary artery bypass grafting (OPCABG). Secondary objective was to study the correlation between regional cerebral oxygen saturation and mean arterial pressure (MAP) during grafting. Setting and Design: It was a prospective observational study in 100 patients of the American Society of Anesthesiologists physical status grading II-III of either sex, having triple vessel coronary artery disease undergoing OPCABG. Patient, having left ventricular ejection fraction (LVEF) &lt;35%, carotid artery disease, on extracorporeal membrane oxygenator or intra-aortic balloon pump, preexisting neurological disorder with standardized mini-mental state examination (SMMSE) score &lt;23, undergoing emergency surgery, re-do surgery, and co-existing valvular diseases were excluded from the study. Surgeries were conducted under general anesthesia with midazolam 0.1 mg/kg, fentanyl 5 μg/kg, and vecuronium 0.1 mg/kg. Anesthesia was maintained with intermittent boluses of fentanyl, vecuronium, and isoflurane. Materials and Methods: The SMMSE was performed preoperatively, 8 and 12 h after extubation. Patients with postoperative SMMSE score of 24–30 were allocated to Group A and patients with SMMSE score ≤ 23, were allocated to Group B. The cerebral oxygen saturation (rSO2), heart rate, MAP, and arterial blood gas were monitored perioperatively. Statistical Analysis: The Chi-square test was used to compare categorical variables and independent Samples t-test was used to compare continuous variables. Pearson bivariate correlation test was used to correlate between the continuous variables. Results: The mean difference of right and left rSo2, between baseline value, and during saphenous vein graft (SVG) to obtuse marginal grafting were 8.70 ± 3.38, 8.78 ± 3.19 in group A and 18.8 ± 2.40, 18.91 ± 1.88, respectively, in group B and were found to be statistically significant. The mean difference of right and left rSO2, between baseline value and during SVG to posterior descending artery grafting were 6.48 ± 3.91, 7.10 ± 3.67 in group A and 18.1 ± 3.57, 17.9 ± 3.60 in group B and were found to be statistically significant. Mean difference and percentage variation from baseline of right and left rSo2 and MAP from preinduction to grafting from left internal mammary artery to left anterior descending artery were found to be statistically insignificant. Conclusion: A decrease of regional cerebral saturation value by 25% from baseline or an absolute reduction of rSO2 value by 50% and reduction in MAP from baseline, during the period of grafting was associated with postoperative neurocognitive dysfunction.

Serum zonulin levels are increased in Alzheimer’s disease but not in vascular dementia

BackgroundZonulin is involved in the integrity and functioning of both intestinal-epithelial barrier and blood–brain barrier (BBB) by regulating tight junction molecular assembly.AimSince changes in microbiota and BBB may play a role in neurodegenerative disorders, we aimed to determine whether serum zonulin levels change in older patients affected by different types of dementia or mild cognitive impairment (MCI).MethodsWe evaluated serum zonulin levels in patients with late-onset AD (LOAD), vascular dementia (VAD), MIXED (AD + VAD) dementia, amnestic MCI, and in healthy controls.ResultsCompared with controls, serum zonulin increased in LOAD, MIXED dementia, and aMCI but not in VAD, independent of potential confounders (ANCOVA p = 0.01; LOAD vs controls, p = 0.01; MIXED vs. controls, p = 0.003; aMCI vs. controls, p = 0.04). Notably, aMCI converting to dementia showed significantly higher levels of zonulin compared with stable aMCI (p = 0.04). Serum zonulin inversely correlated with the standardized Mini-Mental State Examination (MMSE) score (p < 0.05), regardless of potential confounders.DiscussionWe found increased serum zonulin levels in patients with aMCI, LOAD and MIXED dementia, but not in VAD; moreover, zonulin levels were higher in aMCI converting to AD compared with stable ones.ConclusionsOur findings suggest that a dysregulation of intestinal-epithelial barrier and/or BBB may be an early specific event in AD-related neurodegeneration.

Teaching Social Determinants of Health Through an Unfolding Case Study.

The impact of social determinants of health (SDOH) was developed to educate nursing students through the use of an unfolding case study. SDOH and population health are critical components of prelicensure nursing education. Unfolding case studies are a strategy to develop critical thinking and teach SDOH to nursing students. A model was used to develop the case study including a community assessment, which follows a male veteran and family through life events. Implementation of the unfolding case study took place over 3 consecutive semesters in a community health nursing course. This educational activity achieved standardized examination scores, which are intended to assess student preparedness for the National Council Licensure Examination (NCLEX), above the national averages. Student participation was above 90%. Unfolding case studies can present realistic scenarios that are useful to teach critical thinking. As the Next Generation NCLEX moves to scenario-based testing, unfolding case studies are a teaching strategy to prepare students.

Return to the Reading Room: Implementation of a Hybrid Radiology Clerkship Model after Emergent Conversion to Remote Learning in the COVID-19 Pandemic

Rationale and ObjectivesThe COVID-19 pandemic prompted the virtualization of historically in-person radiology rotations for medical students. As students return to in-person clinical education, there is an opportunity to reevaluate teaching strategies and incorporate best practices from the pandemic. We describe our experience with the conversion of a four-week radiology clerkship from an in-person (IP) to remote learning (RL) to hybrid model (HM) and its impact on student performance and satisfaction.Materials and MethodsStratified by curriculum (Group 1 IP, Group 2 RL, Group 3 HM), student standardized final examination scores, final grades, lecture evaluation scores, and satisfaction scores were compared. Additional analysis was performed for Group 3 clinical divisions in which IP or RL models predominated.ResultsA significant decrease in mean final exam score was noted in Group 2 (p < 0.0001). Average lecture rating decreased in Group 3 compared to Group 1 (p < 0.001). Group 3 students reported improved faculty (Group 1: 59, Group 2: 61, Group 3: 82; p < 0.001) and resident (Group 1: 76.5, Group 2: 68, Group 3: 90; p < 0.001) teaching effectiveness. Student-reported quantity and quality of formative feedback were also highest for Group 3 (Quantity; Group 1: 60.6, Group 2: 74, Group 3: 93; p < 0.001) (Quality; Group 1: 59.1, Group 2: 77, Group 3: 97; p < 0.001). Group 3 subanalysis demonstrated increased student-perceived usefulness of activities within IP divisions (p < 0.01) and a decrease for RL divisions (p < 0.05).ConclusionA hybrid curriculum resulted in improved student satisfaction and preserved student performance after an emergent conversion to remote learning.

Experiential Skills Laboratory Experiences in a Didactic Undergraduate Reproductive Health Course.

Experiential learning provides undergraduate nursing students with hands-on opportunities to integrate knowledge and clinical skills. Using educational theory, nurse educators can integrate experiential laboratory experiences into didactic courses to increase comprehension of knowledge and skills required in the clinical setting. Experiential laboratory experiences were coordinated with didactic content in an undergraduate reproductive health course, and student scores on weekly quizzes and a standardized final examination were compared for three cohorts. One cohort participated in a generic laboratory at the start of the semester, one cohort received 4 synchronized laboratory days throughout the semester, and another cohort received the same content in 2-day laboratory sessions. Weekly quiz scores and standardized final examination scores were significantly higher among students who had synchronized experiential laboratory experiences than for students who had a generic laboratory experience. Experiential laboratory experiences are helpful in integrating clinical skills and course knowledge comprehension in didactic undergraduate courses. [J Nurs Educ. 2022;61(6):326-329.].

IDF21-0671 Identification of neurophysiological abnormalities in nerve in patients with type 1 diabetes

Background: The progression of neuropathy is a continuum from subclinical neuropathy detectable with electrophysiological tests to clinically evident one recognizable on neurological examination. Although there has been considerable research of peripheral neuropathy in type 1 diabetes, still there is controversy regarding the pattern of nerve involvement in diabetic neuropathy. Detection of the pattern of nerve involvement can help to establish a protocol for screening of diabetic peripheral neuropathy (DPN) in its subclinical stage. Aim: The aim of this study was to describe the pattern of nerve involvement in type 1 diabetic patients with subclinical neuropathy using nerve conduction studies. Method: 65 patients with type 1 diabetes, ages from 18 to 55 years, and 34 controls without diabetes matched to the patient group were included into the study. All patients and controls underwent a standard neurological examination (NSS and NDS (the variant used in Belarus) score) and bilateral nerve conduction study (NCS) of the sensory and motor lower limb nerves using NeuroSoft machine. Interpretation of the results was based on the following normal reference ranges: n. Peroneus superficialis A> 10μV, v> 45 m/s; n Suralis A> 5 μV, v> 45 m / s; n Peroneus profundus A> 3mV, v> 40 m/s; n Tibialis A> 3.5mV, v> 40m/s. Data was analysed using IBM SPSS statistics v 20.0. Results: Clinically evident DPN was detected in 14 patients with type 1 diabetes from 65 examined. The use of NCS allowed to identify the subclinical stage of polyneuropathy (abnormalities in at least two of the electrophysiological parameters) additionally in 35 patients who had no symptoms and clinical signs of DPN. In all the patients of the control group, the NCS parameters were in the reference range. Regarding abnormal NCS parameters in patients with subclinical diabetic neuropathy (conduction velocity vs. amplitude of the compound action potential), amplitudes reduction for the n. Peroneus superficialis and n. Peroneus profundus predominated. Median of the amplitude for n. Peroneus superficialis in patients with subclinical diabetic polyneuropathy was 7.22 [5.25; 8.54] μV vs. 12.4 [10.57; 16.2] μV in the control group, p <0.001; for n. Peroneus profundus 2.21 [1.68; 2.68]mV vs. 3.15 [3.04; 3.42]mV in the control group, p <0.001. Significant differences in the amplitudes for n.Suralis and n.Tibialis has not been identified. Nerve conduction velocity (NCV) in both groups – in patients with the subclinical diabetic polyneuropathy and the control group – was within the reference range. However, the medians of NCV for n. Suralis and n. Tibialis were significantly lower in the group of patients with neuropathy compared with the controls – 47.08 [44.35; 50.13]m/s vs. 51.3 [47.6; 59.05]m/s, p = 0.025 and 44.8 [42.15; 48.2]m/s vs. 49.35 [48.30; 53.45]m/s, p = 0.004, respectively. Conclusion: In patients with type 1 diabetes with a subclinical stage of diabetic polyneuropathy the most frequent neurophysiological abnormalities were reduced amplitudes (the axonal damage) for sensory and motor fibers of n. Peroneus.

A new diagnostic approach in Alzheimer's disease: The critical flicker fusion threshold.

ABSTRACT.Alzheimer's disease (AD) is the most common cause of dementia in the elderly. Although AD treatment is still insufficient despite all the recent developments, detection and treatment in the early stage of disease have provided more clinical benefits.Objective:In this study, we aimed to use the critical flicker fusion (CFF) threshold test to diagnose AD in the early stage.Methods:In this study, 120 patients (above 65 years of age) and 50 control groups who were admitted to geriatrics outpatient clinic and diagnosed in early- and middle-stage AD were included. The remaining 58 patients and 25 healthy volunteers underwent comprehensive geriatric assessment and CFF testing.Results:The mean CFF value of AD group was significantly lower than the control group (36.44±7.00 vs. 44.24±3.82, p<0.001, respectively). There was a significant difference in standardized mini-mental state examination (MMSE) score in both groups (18.05±5.25 vs. 25.96±2.85, p<0.001, respectively). There was also a positive correlation between CFF value and MMSE score (p<0.001, r=0.459). Thirty-four patients were in the early-stage AD group and 24 patients were in the middle-stage AD group. There was a significant difference in CFF values between the three groups when we compared the patients in early- and middle-stage AD and control groups (p<0.001). The mean CFF values in patients with early- and middle-stage AD were 37.93±7.33 and 34.97±7.43, respectively. The mean age, gender, education level, and the number of drugs used did not show a statistically significant difference in both groups (p>0.05). The cutoff value for the CFF variable was determined as 39 Hz [p<0.001; area under the curve (AUC)=0.852; sensitivity=70.69% (95% confidence interval [95%CI] 57.3–81.9); specificity=92.00% (95%CI 74.00–99.00)].Conclusions:There is a significant difference in mean CFF values between AD and healthy groups. CFF testing may play an important role in diagnosing AD in the early stage.

Publication Inaccuracies Listed in General Surgery Residency Training Program Applications

Professionalism is a core competency that is difficult to assess. We examined the incidence of publication inaccuracies in Electronic Residency Application Service applications to our training program as potential indicators of unprofessional behavior. We reviewed all 2019-2020 National Resident Matching Program applicants being considered for interview. Applicant demographic characteristics recorded included standardized examination scores, gender, medical school, and medical school ranking (2019 US News& World Report). Publication verification by a medical librarian was performed for peer-reviewed journal articles/abstracts, peer-reviewed book chapters, and peer-reviewed online publications. Inaccuracies were classified as "nonserious" (eg incorrect author order without author rank promotion) or "serious" (eg miscategorization, non-peer-reviewed journal, incorrect author order with author rank promotion, nonauthorship of cited existing publication, and unverifiable publication). Multivariate logistic regression analysis was performed for demographic characteristics to identify predictors of overall inaccuracy and serious inaccuracy. Of 319 applicants, 48 (15%) had a total of 98 inaccuracies; after removing nonserious inaccuracies, 37 (12%) with serious inaccuracies remained. Seven publications were reported in predatory open access journals. In the regression model, none of the variables (US vs non-US medical school, gender, or medical school ranking) were significantly associated with overall inaccuracy or serious inaccuracy. One in 8 applicants (12%) interviewing at a general surgery residency program were found to have a serious inaccuracy in publication reporting on their Electronic Residency Application Service application. These inaccuracies might represent inattention to detail or professionalism transgressions.

Gender Disparity in Evaluation of Internal Medicine Clerkship Performance

Women studying medicine currently equal men in number, but evidence suggests that men and women might not be evaluated equally throughout their education. To examine whether there are differences associated with gender in either objective or subjective evaluations of medical students in an internal medicine clerkship. This single-center retrospective cohort study evaluated data from 277 third-year medical students completing internal medicine clerkships in the 2017 to 2018 academic year at an academic hospital and its affiliates in Pennsylvania. Data were analyzed from September to November 2020. Gender, presumed based on pronouns used in evaluations. Likert scale evaluations of clinical skills, standardized examination scores, and written evaluations were analyzed. Univariate and multivariate linear regression were used to observe trends in measures. Word embeddings were analyzed for narrative evaluations. Analyses of 277 third-year medical students completing an internal medicine clerkship (140 women [51%] with a mean [SD] age of 25.5 [2.3] years and 137 [49%] presumed men with a mean [SD] age of 25.9 [2.7] years) detected no difference in final grade distribution. However, women outperformed men in 5 of 8 domains of clinical performance, including patient interaction (difference, 0.07 [95% CI, 0.04-0.13]), growth mindset (difference, 0.08 [95% CI, 0.01-0.11]), communication (difference, 0.05 [95% CI, 0-0.12]), compassion (difference, 0.125 [95% CI, 0.03-0.11]), and professionalism (difference, 0.07 [95% CI, 0-0.11]). With no difference in examination scores or subjective knowledge evaluation, there was a positive correlation between these variables for both genders (women: r = 0.35; men: r = 0.26) but different elevations for the line of best fit (P < .001). Multivariate regression analyses revealed associations between final grade and patient interaction (women: coefficient, 6.64 [95% CI, 2.16-11.12]; P = .004; men: coefficient, 7.11 [95% CI, 2.94-11.28]; P < .001), subjective knowledge evaluation (women: coefficient, 6.66 [95% CI, 3.87-9.45]; P < .001; men: coefficient, 5.45 [95% CI, 2.43-8.43]; P < .001), reported time spent with the student (women: coefficient, 5.35 [95% CI, 2.62-8.08]; P < .001; men: coefficient, 3.65 [95% CI, 0.83-6.47]; P = .01), and communication (women: coefficient, 6.32 [95% CI, 3.12-9.51]; P < .001; men: coefficient, 4.21 [95% CI, 0.92-7.49]; P = .01). The model based on the men's data also included growth mindset as a significant variable (coefficient, 4.09 [95% CI, 0.67-7.50]; P = .02). For narrative evaluations, words in context with "he or him" and "she or her" differed, with agentic terms used in descriptions of men and personality descriptors used more often for women. Despite no difference in final grade, women scored higher than men on various domains of clinical performance, and performance in these domains was associated with evaluators' suggested final grade. The content of narrative evaluations significantly differed by student gender. This work supports the hypothesis that how students are evaluated in clinical clerkships is associated with gender.

Once in the Door, Grit May Matter More: An Evaluation of Grit in Medical Students.

Health professions educators seek understanding of the process of learner performance and achievement. Grit, defined as passion and perseverance for long-term goals, has been implicated in this process. Research suggests that effort counts twice in achievement: skill times effort equals skill and, subsequently, skill times effort equals achievement. Research also suggests that an individual's interest influences job performance and satisfaction. Grit, composed of Perseverance of Effort and Consistency of Interest, has been shown to positively correlate with performance and achievement in various disciplines. Limited research reveals Grit negatively correlates with resident attrition and physician burnout. This study evaluates relationships between Grit and medical student performance measures. We gather validity evidence for Grit scale use among medical students and, subsequently, use this data to evaluate for differences in Grit score by gender and assess whether there is a relationship between Grit and standardized exam scores. We hypothesize that Grit will not vary with gender and that it will be positively associated with standardized examination scores. Enrolled students receive the 12-item Grit survey. An exploratory factor analysis evaluates validity evidence of Grit. Descriptive statistical analysis, Pearson correlation, and moderation analysis evaluate if Grit score differs by gender and if there are relationships with standardized exams. The survey response rate is 59% (412/698) and exploratory factor analysis replicates the two-factor structure of Grit found in other fields-Perseverance of Effort and Consistency of Interest. Average Grit scores do not significantly differ by gender. Grit weakly correlates with United States Medical Licensing Exam Step 1 (r = 0.10, = 0.36) and United States Medical Licensing Exam Step 2 Clinical Knowledge (r = 0.12, P=0.29). Grit weakly and negatively correlates with Medical College Admission Test score (r = - 0.18, P<0.05). Grit is not a significant moderator of the relationship between Medical College Admission score and Step exams scores. Exploratory factor analysis results provide preliminary validity evidence for Grit scale use in medical students. Grit does not significantly moderate the Medical College Admission Test-Step score relationship. Grit correlates negatively with Medical College Admission Test scores. Though the correlations in this study were not significant, the results showed that Grit may tend to positively correlate with Step 1 and Step 2 Clinical Knowledge examinations. Given that these three exams are taken at different levels of training, the stepwise progression towards positive correlation may suggest that the theory "effort counts twice" applies to medical training.

How to Eliminate a Deficit-Centered Mindset About Medical Students of Color.

Approaches to responding to racial and ethnic health inequity in the United States have had limited impact over the past 40 years. Efforts to increase the number of medical students of color are undermined by hyperfocus and overreliance on and misinterpretation and misuse of standardized examination scores. Structural racism and persistence of deficit-focused interventions undermine appreciation of the value that students and physicians with minoritized identities bring to medicine and to US health care's systemic capacity to motivate equity.

Assessing the Relationship Between Didactic Performance and Standardized Examination Scores in Pharmacy Students

Objective. To examine the effect size of third professional (P3) year students' grade point average (GPA) on Pharmacy Curriculum Outcomes Assessment (PCOA) scores and to summarize the effect size of PCOA scores on North American Pharmacist Licensure Examination (NAPLEX) scores. Methods. To accomplish the objective, meta-analyses were conducted. For inclusion in the meta-analysis, studies were required to compare PCOA scores to and report data that permitted calculation of a numeric effect size for the chosen outcome variables. Multiple databases were searched, including PubMed, CINAHL, EMBASE, ProQuest Dissertations and Thesis (abstract limited), Academic Search Complete, and Google Scholar. Correlations were used as the effect size metric for all outcomes. All analyses used an inverse variance weighted random effects model. Study quality was reviewed for each study included in the meta-analyses. Results. This study found that PCOA scores were moderately correlated with P3 GPAs, accounting for 14% to 48% of the variability in PCOA scores. The meta-analyses also showed that PCOA scores were moderately correlated with NAPLEX and accounted for 25% to 53% of the variability in NAPLEX scores. Both meta-analyses showed a high degree of heterogeneity and many studies included were of low quality. Conclusion. This first set of meta-analyses to be conducted on the PCOA showed that third professional year GPA does correlate with PCOA results and that PCOA scores correlate with NAPLEX results. Though there are significant limitations to interpretation of the results, these results do help further elucidate the role of the PCOA as a benchmark of progress within the pharmacy curriculum.

Impact of general surgery rotation exposure on surgery clerkship performance

BackgroundMedical students often have variable exposures to general surgery (GS) and subspecialty surgery (SS) during their surgical clerkship. We will evaluate the relationship between clinical exposure to GS and performance on the NBME Subject Examination in Surgery. MethodsStudent data was collected retrospectively from 2015 to 2018 at a single academic institution. Students were categorized based on their clinical clerkship exposure to GS. A linear model was used to estimate the mean difference in NBME performance between GS and strictly SS exposed students while controlling for prior standardized examination scores and completion of an internal medicine clerkship prior to surgery. Results365 (67%) of 547 students were exposed to a GS rotation prior to their NBME exam. Performance on the NBME exam was comparable between GS versus SS students (μdiff = 0.37, 95% CI: −0.73 to 1.48; p = .51). ConclusionsExposure to a GS rotation is not advantageous on the NBME surgery examination. Students who completed the medicine clerkship prior to surgery demonstrated superior performance on the NBME surgery examination.

The Impact of Clinical to Simulation Hour Ratios on Nursing Student Learning

Simulation is utilized in nursing education worldwide as an adjunctive experiential method of learning, either in replace of, or addition to, traditional clinical instruction. While every state in the nation incorporates simulation in their nursing curriculum, there is remarkable variation among state authorizing agencies as to which clinical to simulation hour ratio is ideal. The purpose of this quantitative, non-experimental, retrospective cohort project was to determine the impact of a 2:1 clinical to simulation hours ratio (whereby two hours of clinical are fulfilled by one hour of high-fidelity simulation [HFS]) on baccalaureate prelicensure nursing student learning in a medical-surgical course by examining Health Education Systems Incorporated (HESI) medical-surgical specialty exam scores amongst two independent groups. The research institution transitioned from a 1:1 to a 2:1 ratio at a 20% substitution rate pursuant to the Colorado State Board of Nursing (BON) rules that state if the school is nationally accredited and follows the International Nursing Association for Clinical Simulation and Learning (INACSL) Standards of Best Practice, the nursing program may replace two hours of traditional clinical with one hour of simulation. An independent sample t-test compared the HESI medical-surgical specialty exam scores for the 1:1 (Group A) and the 2:1 (Group B) clinical to simulation hours ratio groups. There were no significant differences in scores for Group A (M = 927.13, SD = 136.18) and Group B (M = 956.09, SD = 144.24; t (331) = -1.88, p = .06, two-tailed). The magnitude of the differences in the means (mean difference = -28.95, 95% CI: -59.22 to 1.31) was small according to Cohen’s (1988) convention (d = 0.21). The results of this project suggest that a 2:1 ratio may be implemented without negatively affecting standardized examination scores. More research is needed to explore the impact that higher ratios have in other courses, at other institutions, and among associate degree students.

Clinical Outcome of Patients Over 90 Years of Age Treated for Chronic Subdural Hematoma

ObjectiveChronic subdural hematoma (CSDH) is one of the most common pathology in daily neurosurgical practice and incidence increases with age. The aim of this study was to evaluate the prognostic factors and surgical outcome of CSDH in patients aging over 90 years compared with a control group of patients aging under 90 years. MethodsThis study reviewed 25 patients with CSDH aged over 90 years of age treated in our department. This group was compared with a younger group of 25 patients aged below their eighties. At admission past medical history was recorded concerning comorbidities (hypertension, dementia, ictus cerebri, diabetes, and heart failure or attack). History of alcohol abuse, anticoagulant and antiplatelet therapy, head trauma and seizures were analyzed. Standard neurological examination and Markwalder score at admission, 48 hours after surgery and 1–6 months follow-up, radiologic data including location and CSDH maximum thickness were also evaluated. ResultsTheir mean age was 92.8 years and the median was 92.4 years (range, 90–100 years). In older group, the Markwalder evaluation at one month documented the complete recovery of 24 patients out of 25 without statistical difference with the younger group. This data was confirmed at 6-month follow-up. One patient died from cardiovascular failure 20 days after surgery. The presence of comorbidities, risk factors (antiplatelet therapy, anticoagulant therapy, history of alcohol abuse, and head trauma), pre-operative symptoms, mono or bilateral CSDH, maximum thickness of hematoma, surgical time and recurrence were similar and statistically not significant in both groups. ConclusionIn this study, we demonstrate that surgery for very old patients above 90 years of age affected by CSDH is safe and allows complete recovery. Comparing two groups of patients above and under 90 years old we found that complication rate and recovery were similar in both groups.