![]() Program directors acknowledge that the USMLE examination scores only reflect a narrow part of a candidates’ attributes – specifically, their medical knowledge and ability to perform on a standardized exam – which may miss other attributes that a more holistic review would reveal. On the other hand, program directors in residency programs report that they are under external pressures that have pushed them to rely heavily on the USMLE scores when selecting and evaluating residency candidates. The impact of the USMLE scores on the students’ career choices can be substantial. Finally, a low score on the USMLE examination may dissuade students from seeking certain residencies that are perceived as highly competitive and requiring high USMLE scores. Students also report that the high-stakes nature of the examination is creating a lot of stress and adversely affecting their well-being. Student engagement in educational activities that do not directly prepare them for the USMLE examination – but that are nevertheless important experiences in the training of future physicians – has dropped as students instead spend time answering multiple choice questions to prepare for the USMLE examination. As a result, educators complain that curricular reform and innovative educational methods are difficult to implement. As the USMLE examination has become increasingly important in the residency selection process, medical students choose to focus their energy on preparing for the exam. Primarily, the concerns are coming from the community of medical students and medical school educators. What are the problems associated with the current scoring system of the USMLE examination? At the end of the conference, an outline of the problems associated with the current use of USMLE scores in residency selection and a list of preliminary recommendations were issued these are available at and public comments are being solicited until July 26, 2019. Additionally, pre-conference input was gathered from over 200 professional organizations, societies, and state medical boards. The group of 65 invited attendees – representing the breadth of individuals and organizations with a stake in USMLE scoring – met to discuss the challenges of the status quo and develop recommendations for addressing these. To fully explore these concerns, a recent conference, the invitational conference on USMLE scoring (InCUS), was sponsored by the American Medical Association (AMA), the Association of American Medical Colleges (AAMC), the Educational Commission for Foreign Medical Graduates (ECFMG), FSMB, and NBME. This has raised a range of concerns on the effect of the examination on medical students’ training and wellness. As a result of this use, the USMLE exams – especially Step 1, where the score is typically available for all residency applicants – have become even more high-stakes. One of the uses that has gained the most attention is its use as a screening tool or as a data point in the selection of candidates for residency training. While the intended purpose of the USMLE exams was to help state medical boards with making decisions about granting licenses to physicians, the USMLE exam scores are also used in a variety of other unintended manners. For three of the four steps in the current iteration of the USMLE examinations (USMLE Step 1, Step 2 Clinical Knowledge (CK), and Step 3), scores are reported using a numeric scale Step 2 Clinical Skills (CS) provides a pass/fail grade. Since the inception of the United States Medical Licensing Examination (USMLE) in 1992, sitting for this multi-part examination is a rite of passage for all physicians wishing to practice medicine in the United States - but has it become too important? Sponsored by the Federation of State Medical Boards (FSMB) and the National Board of Medical Examiners (NBME), the original purpose of the examination was to ensure that there was a national standard (set by representatives of state medical boards, educators, and the public) against which all physicians seeking to be licensed to practice in the United States could be compared. Learning Resources and Clinical Tools for Pain Management and Opioids.State Requirements for Pain Management CME.Pain Management and Opioids CME & Disclosures.Physician Remediation and Continuing Professional Development.Pediatrics – CME Disclosures & Objectives.NCCPA Certification Maintenance Requirements.AAPA CME – Earn Self-Assessment Credits.ABFM Family Medicine Board Review Resources.Your Guide to ABFM Continuous Certification Requirements. ![]() The Ultimate Internal Medicine Study Guide.ABIM Internal Medicine Review Resources.Taking the Internal Medicine Board Exam.Quickstart Guide: 10 Steps to Kickstart your Board Exam Prep.How NEJM Knowledge+ Improves Exam Scores.
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