Comprehensive Changes in the Learning Environment: Subsequent Step 1 Scores of Academically At-Risk Students

被引：9

作者：

Lieberman, Steven A. ^{[1
]}

Frye, Ann W. ^{[1
]}

Thomas, Lauree ^{[1
]}

Rabek, Jeffrey P. ^{[1
]}

Anderson, Garland D. ^{[1
]}

机构：

[1] Univ Texas Med Branch, Galveston, TX 77555 USA

来源：

ACADEMIC MEDICINE | 2008年 / 83卷 / 10期

关键词：

D O I：

10.1097/ACM.0b013e318183e2d0

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Background During the past 10 years at our institution, a number of changes have been instituted in the learning environment, including instructional techniques, assessment methods, academic support, and explicit board preparation. Method The authors studied the Step 1 performance of students with MCAT scores of 20 to 25 in our former and current curricula. Effect sizes were calculated for score improvement using adjusted means from ANCOVA with covariates of MCAT and age. Results The overall effect size was 0.48, with larger effects seen for underrepresented minority students overall (d = 0.64) and African American students especially (d = 0.77), representing medium to large effects. Overall failure rates decreased by two thirds. Conclusions Comprehensive changes in the learning environment were followed by substantial improvement in Step 1 performance among academically at-risk students.

引用

页码：S49 / S52

页数：4

共 16 条

[1]

Cohen J., 1988, POWERSTATISTICALSCIE, DOI 10.4324/9780203771587

[2] Lessons learned from a study-group pilot program for medical students perceived to be 'at risk' [J].