Student Performance on Course Objectives in a First-Year Medical School Foundational Science Course Correlate with USMLE Step 1 Scores

Abstract

Purpose

Early identification of students at risk for poor United States Medical Licensing Examination^® (USMLE) Step 1 examination (Step 1) performance allows medical schools to provide targeted intervention for those students. Therefore, determination of metrics that identify struggling students is necessary for proper intervention. We hypothesize that; 1) student performance on pre-matriculation metrics will correlate with their Molecular and Cellular Foundations of Medicine (FDNS) course performance and 2) student performance in the FDNS course and on specific FDNS course objectives will correlate with their Step 1 performance.

Methods

This was a retrospective cohort study analyzing data for students matriculating to the University of South Carolina School of Medicine Greenville in 2018 and 2019. Linear regression analysis was conducted to assess the correlation between pre-matriculation metrics, performance in the FDNS course, performance on FDNS objectives, and USMLE Step 1 performance. Adjusted R-squared (adjusted r²) values were compared with a p-value at <0.05.

Results

The FDNS course grade correlated with pre-matriculation metrics of science undergraduate grade point average (uGPA), total uGPA, and the Medical College Admission Test (MCAT), adjusted r² of 0.139, 0.121, 0.223, respectively. The FDNS course grade showed a stronger correlation to USMLE Step 1 performance (adjusted r² = 0.257) than pre-matriculation metrics. USMLE Step 1 performance strongly correlated with FDNS course performance when two objectives, pertaining to anabolic and catabolic processes, regulation of cell cycle, and DNA replication and repair, were combined, adjusted r² of 0.357.

Conclusion

The FDNS course grade and performance on specific course objectives could serve as a predictor for USMLE Step 1 performance and provides a more targeted and concise approach to identification of low-performing students and subsequent intervention.

Keywords:

• medical school curriculum
• course objectives
• course modifications
• medical school performance
• USMLE step 1

Ethics Approval

This study received exemption from Human Research Subjects on 6/4/2020 by the University of South Carolina institutional review board. The research was exempted in accordance with 45 CFR 46.104(d)(4). The research is compliant with the Declaration of Helsinki. The data was provided to researchers in a deidentified file and data were stored in a password protected electronic file. The reference number is Pro00100807.

Acknowledgments

We are thankful for the data support provided by Kathryn Johnson, Alex Tharpe, and Amanda Piekutowski. The data/abstract of this paper was presented at the ABE/APHMG 2021 virtual meeting as a poster presentation with interim findings. The poster’s abstract and poster are presented on ResearchGate. Link: https://www.researchgate.net/publication/353601029_Student_Performance_on_Specific_Course_Objectives_in_a_First-Year_Foundational_Science_Course_Correlate_with_Step_1_Scores.

Disclosure

The authors report no conflicts of interest in this work.

Additional information

Funding

There is no funding to report.