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Sunday, February 26 • 12:45pm - 1:30pm
DEER VALLEY - [Oral Presentation] 2. Correlation between advanced thinking skills and USMLE Step One licensure exam scores.

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1:00 PM - 1:15 PM

Correlation between advanced thinking skills and USMLE Step One licensure exam scores.

J. Rebman, Student, UNRMED
T.K. Baker, J. Weinert, G.S. Shonkwiler, B.J. Janes, OME, UNRMED
K.C. Facemyer, Pharmacology, UNRMED
Abstract Body: Bloom’s taxonomy (1956) is a widely used tool for describing and classifying educational objectives into cognitive domains of increasing complexity of thinking. As such, advanced thinking skills are associated with higher Bloom’s level, such as “Evaluation”, while more basic thinking skills are associated with lower Bloom’s level, such as “Knowledge”. We tested the hypothesis that higher performance of advanced thinking skills (variable one) [as described by Blooms Level 6 verbs] involved in Team Based Learning (TBL) experiences, correlates positively with higher USMLE Step 1 scores (variable two). Using Bloom’s taxonomy (1956), we rated and sorted individual Readiness Assurance Test (iRAT) questions according to the verb used in the assessment. Performance on batches of Knowledge level (Bloom’s Level 1 [B1]) questions was compared with performance on batches of Evaluation level (Bloom’s Level 6 [B6]) questions. We sorted student’s performance on B6 questions into Above Average, Average and Below Average groups. We compared (and matched and controled) their underlying aptitude (equivalent based on their entry MCAT performances) with their USMLE Step 1 performances. Using a sample of mid curriculum iRAT TBL scores, we observed that students with above average performance on B6 questions, averaged 6.00 points better than their B6 average peers, while students with below average B6 question performance, averaged 13.45 points below their B6 above average peers. The MCAT performance of these 3 groups is identical and if this is a proxy for equating individual medical school aptitude, then the difference in the performances on B6 level questions suggests that a) some educational treatment (perhaps the practices associated with TBL) facilitated this differentiation, and that b) demonstrating Above Average B6 performance is a predictor of advanced USMLE Step 1 performance. The quantitative connection between these two variables supports the hypothesis that advanced thinking skills inherent in TBL are associated with advanced USMLE Step 1 performance. 

Speakers
avatar for Timothy Baker

Timothy Baker

Associate Dean for Medical Education, University of Nevada, Reno School of Medicine
avatar for Brady Janes

Brady Janes

Director, Curriculum Development and Assessment, University of Nevada School of Medicine
avatar for Gwen Shonkwiler

Gwen Shonkwiler

Director, Evaluation and Assessment, University of Nevada, Reno School of Medicine


Sunday February 26, 2017 12:45pm - 1:30pm
DEER VALLEY

Attendees (23)