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The paid content where you can download the audio and pdfs was essential to my success on multiple rotations and on step II. I am so thankful for everything you folks do.

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I will definitely be revisiting the site in residency. The new gold standard for third year rotations. OnlineMedEd is to third year as Pathoma is to second year, an absolute requirement. I listened to every video at least times throughout my third year.

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It has helped me on shelf exams, the wards, and Step 2. It allows you to build a knowledge base quickly in the beginning of the rotation, which you can then build on throughout the rotation. I also used the notes extensively This program saved my life. It helped so much with studying for shelf exams and step 2.

I struggled so much for step 1 and during my first few clerkships; I found OnlineMedEd and it changed how I study and how I learn. If not for this program I would not be where I'm at today. The student testimonials on this website do not reflect the opinion or endorsement of their educational institutions. Our mission is to change how medical education is approached, how medical schools deliver it and how students learn it. We want you spending time using what you've learned to practice actual medicine.

That's done by making learning easier, faster and more reliable. Learn everything you need and nothing you don't. And make it stick. Absolutely love it. It's better than many of other review series.

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Thanks Dr. Had a 39 point jump from my Step1 score to Step2 score. I am a physician assistant in critical care. I used your site for a review for my recertification. I graduated PA school in I wish you were around then, as the lectures were better than any in my school.

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Material that seemed difficult to understand then was made clear by the lectures. I passed my recert with no problems plus learned new material. So far I have only used the internal medicine content, but the way Dr. Williams breaks down and presents the information works really well for me. I sing the praises of OME to my classmates! Thank you for all you do! I love you guys!! I really recommend OnlineMedEd. I feel my mind is organized and ready for a !! I loved that the medical lectures were not simply bullet points that could be read in textbooks.

The lectures contained philosophy and real world knowledge for the art of healing in combination with the science of medicine. OnlineMedEd is one of the most useful and reliable sources of information throughout my physician assistant education.

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Dustyn has a wonderful and thorough way of approaching medicine that hits so many of the right educational notes needed to appeal to the many learning styles out there. Visual learners I've spoken to can recreate his diagrams in their mind. Aural learners have easily clung to the succinct and measured ways he speaks. Those with a penchant for using their hands have drawn out their own thought process, sometimes inspired by the notes and whiteboard work done in the videos. I recommend OnlineMedEd without hesitation. I like the way that each topic is structured.

It makes learning and looking for specific information easier for review and on wards. The length of the videos are perfect for my daily schedule, but also because I can binge watch and get ahead if I have time to. OnlineMedEd is my primary source for study during my clinical year of PA school.

  • Medical School Resourcing of USMLE Step 1 Preparation: Questioning the Validity of Step 1;
  • The Christmas Angel and the Magic Holiday Tree.

Williams almost always presents the information with a heavy emphasis on clinical reasoning. As a result, the didactic knowledge within the lesson is much easier to learn, practice and retain because the relevance of that information to the patient problem is obvious from the beginning. Although I am challenged by the clinical medicine, I never feel lost or disinterested with Dustyn's lessons like I have been with many too many lessons and reading assignments in my program. I am always eager to try the clinical questions after the lessons and find the explanations to be reinforcing.

OnlineMedEd has become the anchor to my learning and I use access medicine, textbooks and articles to add specific details to the fundamentals I learn from OME. I thought OME was an invaluable resource and fully attribute it to my high scores on boards. Mono-method bias refers to measures using a single instrument.

Although experts are brought together to develop this examination, the assertion that this exam provides a threshold for minimum competence in medical knowledge has not been challenged. Furthermore, in recent years, the mean for the exam continues to trend upward [ 9 ].

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Additionally, the cottage industry of examination preparation has clouded the construct validity of USMLE Step 1 with concerns that test-taking ability, not medical knowledge, is truly being tested [ 15 , 16 , 17 ]. This ties directly to evaluation apprehension by the test-takers, which could result in poor performance [ 14 ]. It has been well documented that African American men and women, older students, and women as a group tend to perform worse on USMLE Step 1 [ 18 , 19 , 20 ].

With this in mind, inferences about scores become confounded. If medical students perform similarly to peers within their particular program yet underperform on this examination, questions regarding the construct itself should be raised rather than inferring medical schools or students are not properly preparing for the test—or worse yet, demonstrate a relative deficiency in medical knowledge. The act of administering an exam, interpreting results, and basing decisions or actions on results impacts those being assessed [ 21 ]. Consequences validity evidence derives from examining the impact of a test on examinees, educators, and schools.

This form of validity evidence explores the impact of an exam, whether beneficial or harmful, intended or not [ 12 ]. As Cook and Lineberry note, consequences validity addresses whether or not the act of assessment and subsequent interpretation achieve intended results with minimal negative side effects [ 21 ]. The scoring of this exam employs Hofstee and Anghoff methods to determine a minimum passing score [ 8 ].

Therefore, it can be argued that receiving a passing score demonstrates minimum competence in medical knowledge. However, USMLE Step 1 results are currently interpreted under the context of an aptitude test, suggesting higher scores imply students will be better physicians. Furthermore, the Step 1 climate noted above is a negative side effect that heavily threatens consequences validity. Residency program directors argue that USMLE Step 1 scores for applicants are a good predictor of later performance on specialty board exams [ 23 ].

It makes sense that a standardized test performance would predict other standardized test performance, and this bears out from other studies [ 23 , 24 ]. Furthermore, USMLE Step 2 CK has been shown to negatively correlate with other meaningful indicators, such as future malpractice suits as a physician [ 26 ]. Gumbert et al. However, knowing how to take standardized exams obfuscates whether or not the exam is truly measuring the construct it claims to assess.

By using scores to assume academic excellence, program directors are in essence using the exam as an aptitude test and not a minimum competency exam. One study found USMLE Step 1 was a poor predictor of future career performance with regard to academic rank and board passage [ 28 ]. If we as educators are to believe USMLE Step 1 to be a credible exam, we must also recognize that this standardized, multiple-choice exam simply provides a measure of minimum competence in medical knowledge.

To interpret it in any other way is akin to educational malpractice [ 29 ], costing medical students and medical schools large sums of money and time to ensure medical students not just pass, but pass with arbitrarily inflated numbers.

As outlined in our case study, medical schools invest and partition substantial financial, temporal, and personnel resources toward UMSLE Step 1 preparation. The goal of medical school curricula is to graduate physicians ready to enter clinical specialty training. USMLE Step 1 content represents an incomplete segment of the competence necessary for students to become successful physicians. If the medical education community is serious about transforming medical education toward holistic competency, one alternative might be to make the exam criterion-referenced.

Criterion-referenced examinations measure specific learning standards, in this case medical knowledge. Unlike the current grading for USMLE, which ranks students to have a normal distribution, all students could theoretically pass a criterion-referenced examination by answering a certain percentage of questions correctly. Since evidence shows the exam is biased against underrepresented minorities and women [ 18 , 19 , 20 ], perhaps providing concrete results is a better method than reporting normalized scores, which would also allow for individualized learning plans [ 20 , 30 ].

Additionally, Dumas et al. They suggest using a dynamic measurement model that incorporates longitudinal data that is scaled across time. This model calculates a growth score of learners incorporating student performance measures to estimate improvement over time. This growth score may be a more appropriate measurement for program directors to consider. We add to that call, noting costs and threats to validity in hope of encouraging those responsible for the future of our profession to take action. Skip to main content Skip to sections.