Comprehensive changes in the learning environment: subsequent step 1 scores of academically at-risk students.
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.


METHODS
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.
Lieberman
Steven A
SA
The University of Texas Medical Branch, 301 University Blvd, Galveston, TX 77555-0133, USA. slieberm@utmb.edu
Frye
Ann W
AW
Thomas
Lauree
L
Rabek
Jeffrey P
JP
Anderson
Garland D
GD
D000328:Adult; D002983:Clinical Competence; D015331:Cohort Studies; D003099:College Admission Test; D003479:Curriculum; D004504:Education, Medical, Undergraduate / Q000458:organization & administration*; D005006:Ethnicity / Q000706:statistics & numerical data*; D005260:Female; D006801:Humans; D008007:Licensure, Medical; D008297:Male; D008913:Minority Groups / Q000706:statistics & numerical data*; D015397:Program Evaluation