Please use this identifier to cite or link to this item: https://scholarhub.balamand.edu.lb/handle/uob/2297
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dc.contributor.authorOjaimi, Modeen_US
dc.contributor.authorKhairallah, Megan R.en_US
dc.contributor.authorYounes, Rayyaen_US
dc.contributor.authorSalloum, Saraen_US
dc.contributor.authorZgheib, Ghaniaen_US
dc.date.accessioned2020-12-23T09:10:21Z-
dc.date.available2020-12-23T09:10:21Z-
dc.date.issued2020-
dc.identifier.urihttps://scholarhub.balamand.edu.lb/handle/uob/2297-
dc.description.abstractObjectives: This study describes the results of NBME (National Board of Medical Examiners) implementation in Balamand Medical School (BMS) from 2015 to 2019, after major curricular changes were introduced as of 2012. BMS students performance was compared with the international USMLE step 1 (United States Medical Licensing Examination, herein referred to as step 1) cohorts performances. The BMS students NBME results were analyzed over the successive academic years to assess the impact of the serial curricular changes that were implemented. Methods: This longitudinal study describes the performance of BMS preclinical second year medicine (Med II) students on all their NBME exams over 4 academic years starting 2015-2016 to 2018-2019. These scores were compared with the step 1 comparison group scores using item difficulty. The t test was computed for each of the NBME exams to check whether the scores differences were significant. Results: Results revealed that all BMS cohorts scored lower than the international USMLE step 1 comparison cohorts in all disciplines across the 4 academic years except Psychiatry. However, the results were progressively approaching step 1 results, and the difference between step 1 scores and BMS students NBME scores became closer and not significant as of year 4. Conclusions: The results of the study are promising. They show that the serial curricular changes enabled BMS Med II students scores to reach the international cohorts scores after 4 academic years. Moreover, the absence of statistical difference between cohort 4 scores and step 1 cohorts is not module dependent and applies to all clinical modules. Further studies should be conducted to assess whether the results obtained for cohort 4 can be maintained.en_US
dc.format.extent8 p.en_US
dc.language.isoengen_US
dc.subjectNational Board of Medical Examinersen_US
dc.subjectMedicine II curricular changesen_US
dc.subjectAssessment of analytical reasoning skillsen_US
dc.subjectMultiple-choice questionsen_US
dc.subjectUSMLE step 1 resultsen_US
dc.titleNational Board of Medical Examiners and Curriculum Changeen_US
dc.typeJournal Articleen_US
dc.identifier.doi10.1177/2382120520925062-
dc.contributor.affiliationFaculty of Medicineen_US
dc.contributor.affiliationDepartment of Educationen_US
dc.contributor.affiliationDepartment of Educationen_US
dc.contributor.affiliationDepartment of Educationen_US
dc.contributor.affiliationDepartment of Educationen_US
dc.description.volume7en_US
dc.description.startpage1en_US
dc.description.endpage8en_US
dc.date.catalogued2020-08-12-
dc.description.statusPublisheden_US
dc.identifier.ezproxyURLhttp://ezsecureaccess.balamand.edu.lb/login?url=https://journals.sagepub.com/doi/10.1177/2382120520925062en_US
dc.identifier.OlibID270855-
dc.relation.ispartoftextJournal of medical education and curricular developmenten_US
dc.provenance.recordsourceOliben_US
crisitem.author.parentorgFaculty of Arts and Sciences-
Appears in Collections:Faculty of Medicine
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