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Eidtson WH, Konopasky A, Fong J, Schmitt KE, Foster-Johnson L, Lyons VT. Are Pre-clerkship Remediation, Grading, and Reporting Practices Equitable in the U.S.? A National Survey. TEACHING AND LEARNING IN MEDICINE 2024:1-10. [PMID: 38946530 DOI: 10.1080/10401334.2024.2366938] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/08/2023] [Accepted: 05/24/2024] [Indexed: 07/02/2024]
Abstract
Phenomenon: With the proliferation of pass/fail grading practices in the pre-clerkship phase of undergraduate medical education, questions arise about the transparency and variability of grading and grade reporting practices, raising issues of equity in assessment, particularly regarding residency matching. The purpose of this survey was to determine the remediation and academic performance reporting practices of United States (U.S.) allopathic medical schools in the pre-clerkship phase of their curricula. Approach: After an extensive literature search and feedback from curriculum deans and learning experts, we developed a survey that we sent in the Spring of 2022 to pre-clerkship curriculum officials at all 154 accredited U.S. allopathic medical schools. It addressed curriculum content and structure; pre-clerkship remediation (e.g., course retakes) and reporting (e.g., permanency of transcript notation) practices; documentation and reporting of nonacademic competencies; and participant opinions and recommendations regarding reporting, transparency, and equity. We generated descriptive statistics and did manifest coding of open-ended responses. Findings: We had a response rate of 40% (62/155), with over 71% indicating mainly organ systems-based curricula. Depending on the situation, there were a wide range of remediation approaches for single- and multiple-course failures, including tutoring or learning support, re-exams, and referrals to a promotion board. Professionalism concerns were a top priority to report to residency directors, with significant variability in respondent opinions and practices in reporting remedial activities. Respondents were concerned about equity, both in terms of flexible grading practices and transparency of reporting practices. Insights: The variability in reporting practices across schools, while allowing holistic and individualized approaches to academic support, also creates potential inequities. More work is needed to understand how different reporting practices across institutions may disadvantage marginalized and minoritized student groups at different points in their preparation.
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Affiliation(s)
- William H Eidtson
- Department of Medical Education, Geisel School of Medicine at Dartmouth, Hanover, New Hampshire, USA
| | - Abigail Konopasky
- Department of Medical Education, Geisel School of Medicine at Dartmouth, Hanover, New Hampshire, USA
| | - Justin Fong
- Geisel School of Medicine at Dartmouth, Hanover, New Hampshire, USA
| | - Kerry E Schmitt
- Department of Medical Education, Geisel School of Medicine at Dartmouth, Hanover, New Hampshire, USA
| | - Lynn Foster-Johnson
- Department of Medical Education, Geisel School of Medicine at Dartmouth, Hanover, New Hampshire, USA
- Department of Dermatology, Geisel School of Medicine at Dartmouth, Hanover, New Hampshire, USA
| | - Virginia T Lyons
- Department of Medical Education, Geisel School of Medicine at Dartmouth, Hanover, New Hampshire, USA
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Cottrell SA, Hedrick JS, Lama A, Sofka S, Ferrari ND. The Urgent Need for Reporting Accurate and Fair Student Comparisons in the Medical Student Performance Evaluation. J Grad Med Educ 2024; 16:257-260. [PMID: 38882437 PMCID: PMC11173022 DOI: 10.4300/jgme-d-23-00862.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 06/18/2024] Open
Affiliation(s)
- Scott A Cottrell
- is Professor, Department of Medical Education, West Virginia University School of Medicine, Morgantown, West Virginia, USA
| | - Jason S Hedrick
- is Assistant Professor, Department of Medical Education, West Virginia University School of Medicine, Morgantown, West Virginia, USA
| | - Anna Lama
- is Assistant Professor, Department of Medical Education, West Virginia University School of Medicine, Morgantown, West Virginia, USA
| | - Sarah Sofka
- is Professor and Vice Chair of Education, Department of Internal Medicine, West Virginia University School of Medicine, Morgantown, West Virginia, USA; and
| | - Norman D Ferrari
- is Professor and Chair, Department of Medical Education, West Virginia University School of Medicine, Morgantown, West Virginia, USA
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Hendon AM, Thornton I. Variation in Transcript Reports Among Residency Applicants: An Anesthesia Program's Perspective. HCA HEALTHCARE JOURNAL OF MEDICINE 2024; 5:5-9. [PMID: 38560392 PMCID: PMC10939090 DOI: 10.36518/2689-0216.1598] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/04/2024]
Abstract
Background With recent changes made to move USMLE Step 1 and COMLEX Level 1 scores to Pass/Fail, it becomes necessary to find other metrics to evaluate residency candidates. One conserved metric included in all residency applications is medical school transcripts. This study aims to highlight the highly varied transcript reporting in a new era of holistic applicant review. Methods Medical school transcripts were extracted from the Electronic Residency Application Service applications to our anesthesiology residency program for the 2021-2022 application cycle. All personally identifiable information was removed. Results were categorized and tallied by 2 independent reviewers. Overall, we assessed transcript information from 156 allopathic and osteopathic medical schools. Transcript data were separated into 9 different categories. Results The most common grading system for allopathic medical schools was Pass/Fail. The most common grading system for osteopathic medical schools was Pass/Fail and Letter Grades. There were several medical schools that had unique grading systems and many of those did not provide a grading key for interpretation. Less than half of the allopathic and osteopathic schools offered Honors or High Pass in their grading systems, often with little information provided as to how these grades were earned. Conclusion The information provided on medical school transcripts is extremely variable. Although many schools reported grades as Pass/Fail, there was no majority or consistent presentation among the transcripts. Much of the information provided on transcripts required interpretation by its reviewer and made the process of holistic applicant review more difficult.
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Lipman JM, Colbert CY, Ashton R, French J, Warren C, Yepes-Rios M, King RS, Bierer SB, Kline T, Stoller JK. A Systematic Review of Metrics Utilized in the Selection and Prediction of Future Performance of Residents in the United States. J Grad Med Educ 2023; 15:652-668. [PMID: 38045930 PMCID: PMC10686656 DOI: 10.4300/jgme-d-22-00955.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/15/2022] [Revised: 04/26/2023] [Accepted: 09/05/2023] [Indexed: 12/05/2023] Open
Abstract
Background Aligning resident and training program attributes is critical. Many programs screen and select residents using assessment tools not grounded in available evidence. This can introduce bias and inappropriate trainee recruitment. Prior reviews of this literature did not include the important lens of diversity, equity, and inclusion (DEI). Objective This study's objective is to summarize the evidence linking elements in the Electronic Residency Application Service (ERAS) application with selection and training outcomes, including DEI factors. Methods A systematic review was conducted on March 30, 2022, concordant with PRISMA guidelines, to identify the data supporting the use of elements contained in ERAS and interviews for residency training programs in the United States. Studies were coded into the topics of research, awards, United States Medical Licensing Examination (USMLE) scores, personal statement, letters of recommendation, medical school transcripts, work and volunteer experiences, medical school demographics, DEI, and presence of additional degrees, as well as the interview. Results The 2599 identified unique studies were reviewed by 2 authors with conflicts adjudicated by a third. Ultimately, 231 meeting inclusion criteria were included (kappa=0.53). Conclusions Based on the studies reviewed, low-quality research supports use of the interview, Medical Student Performance Evaluation, personal statement, research productivity, prior experience, and letters of recommendation in resident selection, while USMLE scores, grades, national ranking, attainment of additional degrees, and receipt of awards should have a limited role in this process.
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Affiliation(s)
- Jeremy M. Lipman
- Jeremy M. Lipman, MD, MHPE, is Professor of Surgery, Director of Graduate Medical Education, and Designated Institutional Official (DIO), Cleveland Clinic and Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, Ohio, USA
| | - Colleen Y. Colbert
- Colleen Y. Colbert, PhD, is Professor of Medicine, and Director, Office of Educator and Scholar Development, Cleveland Clinic and Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, Ohio, USA
| | - Rendell Ashton
- Rendell Ashton, MD, is Associate Professor of Medicine, Director, Pulmonary, Critical Care Fellowship, and Associate DIO, Cleveland Clinic and Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, Ohio, USA
| | - Judith French
- Judith French, PhD, is Associate Professor of Surgery, and Vice Chair for Education, Department of General Surgery, Cleveland Clinic and Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, Ohio, USA
| | - Christine Warren
- Christine Warren, MD, MS, is Associate Professor of Dermatology and Associate Dean, Admissions and Student Affairs, Cleveland Clinic and Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, Ohio, USA
| | - Monica Yepes-Rios
- Monica Yepes-Rios, MD, is Associate Professor of Medicine and Assistant Dean, Diversity Equity and Inclusion for Students, Cleveland Clinic and Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, Ohio, USA
| | - Rachel S. King
- Rachel S. King, JD, is Director of Educational Equity and Title IX Coordinator, Cleveland Clinic and Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, Ohio, USA
| | - S. Beth Bierer
- S. Beth Bierer, PhD, MEd, is Professor of Medicine and Director, Assessment and Evaluation, Cleveland Clinic and Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, Ohio, USA
| | - Theresa Kline
- Theresa Kline, MLIS, AHIP, is Medical Librarian, Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, Ohio, USA; and
| | - James K. Stoller
- Jeremy M. Lipman, MD, MHPE, is Professor of Surgery, Director of Graduate Medical Education, and Designated Institutional Official (DIO), Cleveland Clinic and Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, Ohio, USA
- James K. Stoller, MS, MD, is Professor of Medicine, Senior Associate Dean, and Chairman, Education Institute, Cleveland Clinic and Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, Ohio, USA
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A Retrospective Analysis of Medical Student Performance Evaluations, 2014-2020: Recommend with Reservations. J Gen Intern Med 2022; 37:2217-2223. [PMID: 35710660 PMCID: PMC9296706 DOI: 10.1007/s11606-022-07502-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/28/2021] [Accepted: 03/23/2022] [Indexed: 10/18/2022]
Abstract
BACKGROUND The Medical Student Performance Evaluations (MSPE) is a cornerstone of residency applications. Little is known regarding adherence to Association of American Medical Colleges (AAMC) MSPE recommendations and longitudinal changes in MSPE content. OBJECTIVES Evaluate current MSPE quality and longitudinal changes in MSPE and grading practices. DESIGN Retrospective analysis. PARTICIPANTS Students from all Liaison Committee on Medical Education (LCME)-accredited medical schools from which the Stanford University Internal Medicine residency program received applications between 2014-2015 and 2019-2020. MAIN MEASURES Inclusion of key words to describe applicant performance and metrics thereof, including distribution among students and key word assignment explanation; inclusion of clerkship grades, grade distributions, and grade composition; and evidence of grade inflation over time. KEY RESULTS MSPE comprehensiveness varied substantially among the 149 schools analyzed. In total, 25% of schools provided complete information consistent with AAMC recommendations regarding key word/categorization of medical students and clerkship grades in 2019-2020. Seventy-seven distinct key word terms appeared across the 139 schools examined in 2019-2020. Grading practices markedly varied, with 2-83% of students receiving the top internal medicine clerkship grade depending on the year and school. Individual schools frequently changed key word and grading practices, with 33% and 18% of schools starting and/or stopping use of key words and grades, respectively. Significant grade inflation occurred over the 6-year study period, with an average 14% relative increase in the proportion of students receiving top clerkship grades. CONCLUSIONS A minority of schools complies with AAMC MSPE guidelines, and MSPEs are inconsistent across time and schools. These practices may impair evaluation of students within and between schools.
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Maldjian PD, Trivedi UK. Does Objective Scoring of Applications for Radiology Residency Affect Diversity? Acad Radiol 2021; 29:1417-1424. [PMID: 34865953 DOI: 10.1016/j.acra.2021.11.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2021] [Revised: 11/03/2021] [Accepted: 11/05/2021] [Indexed: 11/01/2022]
Abstract
RATIONALE AND OBJECTIVES It is important to recognize if reliance on certain factors in applications affects selection of trainees from under-represented groups. Our purpose is to determine if objective scoring of radiology residency applications based on quantifiable data regarding academic performance, United States Medical Licensing Examination (USMLE) scores and research productivity affects selection of female and under-represented minority (URM) candidates. MATERIALS AND METHODS We reviewed 502 applications from three successive match cycles from United States allopathic medical students. Each application was scored for academic performance, USMLE results and research productivity determining an overall score. The scores of males were compared to females and URM were compared to non-URM candidates. USMLE cutoff scores were evaluated for disparate effects. RESULTS There were 348 male, 154 female, 73 URM and 429 non-URM candidates. For male versus female applicants, there was no significant difference in mean academic performance, USMLE Step 2 Clinical Knowledge and research productivity scores. Males had higher mean USMLE Step 1 (p = 0.005) and overall candidate scores (p = 0.02). Between URM and non-URM candidates there was no significant difference in academic performance. Non-URM applicants had higher mean USMLE Step 1 (p = 0.008), USMLE Step 2 (p = 0.002), research productivity (p = 0.001) and overall scores (p = 0.02). Use of USMLE cutoff scores demonstrated disparate effects on female and URM candidates. CONCLUSION Objective scoring of applications and use of USMLE cutoff scores can disadvantage candidates from underrepresented groups. Screening filters can affect the diversity of candidate pools for radiology residency.
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