Navigating a High-Stakes Assessment in Medical School: Students’ Lived Experiences During a Stressful Period of Preparation

Author:

Templeton Kimberly1,Vanston Patricia2,Luciw-Dubas Ulana A.3,Hauer Karen E.4,DelVescovo Madeline5,Dyrbye Liselotte6,Paniagua Miguel7ORCID

Affiliation:

1. Kimberly Templeton, MD, is professor and vice-chair for diversity, equity, and inclusion, Department of Orthopaedic Surgery at The University of Kansas Medical Center, Kansas City, Kansas.

2. Patricia Vanston, EdD, is vice president for business development and enrollment management at University of the Sciences, Philadelphia, Pennsylvania.

3. Ulana A. Luciw-Dubas, MEd, is data analyst, National Board of Medical Examiners, Philadelphia, Pennsylvania.

4. Karen E. Hauer, MD, PhD, is professor of medicine at The University of California, San Francisco, School of Medicine, San Francisco, California.

5. Madeline DelVescovo is research associate, American College of Physicians, Philadelphia, Pennsylvania, and was a research cooperative student at Drexel University, Philadelphia, Pennsylvania, during the time this study took place.

6. Liselotte Dyrbye, MD, MHPE, is Senior Associate Dean of Faculty and Chief Wellness Officer at the University of Colorado School of Medicine, Aurora Colorado. She was professor of medicine and medical education at The Mayo Clinic Alix School of Medicine, Rochester, Minnesota during the time this study took place.

7. Miguel Paniagua, MD, is Associate Vice President of Health Professions Education at the National Board of Medical Examiners and adjunct professor of medicine at The Perelman School of Medicine, The University of Pennsylvania, Philadelphia, Pennsylvania.

Abstract

ABSTRACT Students who aim to become practicing physicians in the United States are required to demonstrate their competence with a variety of assessments during medical school, including those required to obtain a license to practice medicine. The specific challenges and stressors associated with the preparation for successful completion of licensure assessments is not well understood. To better understand students’ experiences in preparation for United States Medical Licensing Examination (USMLE) Step 1, as part of the Re-examining Exams: NBME Effort on Wellness (RENEW) research initiative, a series of eight focus groups were conducted with 33 medical school students who took the exam and received their score. The results provide a retrospective understanding of the lived experiences of aspiring medical professionals and their perceptions of the impact of a high-stakes licensure examination.

Publisher

Federation of State Medical Boards

Subject

LPN and LVN,Health Policy,Education

Reference43 articles.

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