ArticleMedical science educator2025
Strategies for Success: Assessing Student Perspectives on the Impact of Step 1 Pass/Fail.
Article in Medical science educator, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The United States Medical Licensing Examination Step 1 Exam became pass/fail in January 2022 with an objective of reducing the test-taking pressure for medical students. The impact of Step 1 pass/fail on student experiences and outcomes is unknown. We responded by surveying the classes of 2024 and 2025 with five Likert-scale questions to assess the impact of curriculum, mental health, and academic advising/preparation on the Step 1 pass/fail experience. We surveyed students' experiences with counseling services, advising about mental health, weekly quizzes, completing pre-clerkship curriculum in 1.5 years, the order in which our pre-clerkship courses were completed, and time dedicated to study for Step 1. Students were surveyed on their experience with peer guidance/advice, student panels, and advising for exam readiness. Open-response questions assessed individualized preparation. Results demonstrate that students are facing adversity in mental health that may be mitigated with frequent academic advisor meetings, increased access to mental health counselors, and reduced isolation. Students desire more National Board of Medical Examiners test preparation. Results also indicate that the pre-clerkship curriculum may benefit from supplemental student-led Step 1 preparation and structured peer mentoring for Step 1. Our results may benefit other schools looking to implement change and improve their medical education with emphasis on those anticipating moving to a 1.5-year curriculum. If needed, medical schools may consider soliciting a similar survey to assess their own medical education's impact on students with Step 1 now being pass/fail. Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-025-02434-4.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.