Giulia A. Bonaminio

Response Rate Comparisons of E-Mail- and Mail-Distributed Student Evaluations

Background: The proliferation of electronic information delivery systems has led to increasing use of e-mail as a rapid method of gathering information. Little research has been conducted on the use of e-mail for collecting curriculum evaluations. Purpose: To compare e-mailed and mailed educational evaluations for 4th-year medical students. Methods: Curriculum evaluations were sent to 4th-year medical students who were randomly assigned to receive the survey either by mail or e-mail. Results: Mailed evaluations yielded a higher return rate, fewer number of students omitting items, and shorter responses to an open-ended question than evaluations completed via e-mail. Conclusions: Although the findings have limited generalizability because of low response rates and small sample sizes, the results suggest caution when using e-mail to collect curriculum evaluations from 4th-year medical students

Comparison and Cross-validation of Simple and Multiple Logistic Regression Models to Predict USMLE Step 1 Performance

Background: Early identification of students who may have difficulty with the United States Medical Licensing Examination-Step 1 examination is important for medical schools and students. Numerous models that predict Step 1 performance have been identified, but few of these models have been cross-validated. Purpose: To cross-validate different prediction models of Step 1 performance. Methods: The development sample was 686 students from a Midwestern medical school. The cross-validation sample was 147 different students. Logistic regression was used to develop the multiple model and Year 1 grade point average (GPA) and Year 2 Fall GPA were used as the simple models. Receiver Operating Characteristic graphs were used to select optimal cutoffs for each model. Kappa coefficients were used to determine level of agreement, and sensitivity and specificity were used to assess classification accuracy. Results: The Year 1 GPA model had relatively poor agreement with actual Step 1 performance, but the other models evidenced fair agreement. The multiple and Year 1 GPA models demonstrated statistically significant loss of classification accuracy on cross-validation, whereas the Year 2 Fall GPA model did not. Conclusions: Cross-validation is necessary to determine the generalizability and overall utility of prediction models.

A comparison of students from main and alternate admission lists at one school: the potential impact on student performance of increasing enrollment.

Purpose If medical schools increase enrollment to meet anticipated physician shortages, more students from alternate lists will likely be accepted. This study compared the performance of alternate- and main-list students during and one year after medical school. Method The authors assessed admission and performance measures for 1,188 students matriculating from 1997–2003 at the University of Kansas School of Medicine. Measures included Medical College Admission Test scores, basic and clinical science grade point averages, United States Medical Licensing Examination Step 1 and Step 2 scores, residency match information, and residency director ratings. Chi-square analyses, proportional analyses, and independent t-tests were performed. Results The results indicated that both the admission measures and performance of alternate-list students were generally lower than main-list students, but the differences were small and probably not meaningful. Conclusions As long as the applicant pool does not substantially change from its current makeup, increasing enrollment by accepting more students from alternate lists may not adversely affect overall student performance.

The educational realities of increasing medical school class size.

For a number of years, the predictions regarding the physician workforce called for a surplus of physicians. As a consequence of these estimates, the number of U.S. medical graduates (USMGs) remained static. Between 1975 and 2000, the number of USMGs increased only from 15,351 to 15,901, a 3% increase. In contrast, the number of faculty members at U.S. medical schools increased by more than 200% (from 39,330 to 103,353), and the number of residents more than doubled from 37,140 to 98,806.1 At the residency level, the number of international medical graduates (IMGs) increased steadily, and they now compile more than 30% of the graduate medical education (GME) workforce.2

On the Origins of Perceptions: Student Perceptions of Active Learning and Their Implications for Educational Reform

ABSTRACT This Conversation Starters article presents a selected research abstract from the 2016 Association of American Medical Colleges Central Region Group on Educational Affairs annual spring meeting. The abstract is paired with the integrative commentary of three experts who shared their thoughts stimulated by the study. These thoughts highlight the value of exploring what drives student perceptions of active learning in order to reform medical education.

Medical Student Perspectives of Active Learning: A Focus Group Study

ABSTRACT Phenomenon: Medical student perspectives were sought about active learning, including concerns, challenges, perceived advantages and disadvantages, and appropriate role in the educational process. Approach: Focus groups were conducted with students from all years and campuses of a large U.S. state medical school. Findings: Students had considerable experience with active learning prior to medical school and conveyed accurate understanding of the concept and its major strategies. They appreciated the potential of active learning to deepen and broaden learning and its value for long-term professional development but had significant concerns about the efficiency of the process, the clarity of expectations provided, and the importance of receiving preparatory materials. Most significantly, active learning experiences were perceived as disconnected from grading and even as impeding preparation for school and national examinations. Insights: Medical students understand the concepts of active learning and have considerable experience in several formats prior to medical school. They are generally supportive of active learning concepts but frustrated by perceived inefficiencies and lack of contribution to the urgencies of achieving optimal grades and passing United States Medical Licensing Examinations, especially Step 1.