usmle requirements chart - iii
usmle requirements chart - ii
USMLE REQUIREMENTS CHART - I
STATE-SPECIFIC Requirements For USMLE Step 3: Source: http://usmleworldwide.com/blog/?p=1257
STATE-SPECIFIC Requirements For USMLE Step 3: Source: http://usmleworldwide.com/blog/?p=1257
Testing
Testing The USMLE program has established rules to govern administration of the examinations to ensure that no examinee or group of examinees receives unfair advantage on the examination, inadvertently or otherwise. The rules include standard test administration conditions consistent with the principles on which the examinations are developed and scored. For example, examinations are designed to sample knowledge across specified content domains, and unauthorized access to examination content prior to testing violates that principle.
If there is a reason to believe that the integrity of the examination process is jeopardized, the USMLE parent organizations may invalidate all or any part of an examination. If information indicates that continued testing would jeopardize the security of examination materials or the integrity of scores, the USMLE parent organizations reserve the right to suspend or cancel test administration.
Source: http://usmleworldwide.com/blog/?p=1115
If there is a reason to believe that the integrity of the examination process is jeopardized, the USMLE parent organizations may invalidate all or any part of an examination. If information indicates that continued testing would jeopardize the security of examination materials or the integrity of scores, the USMLE parent organizations reserve the right to suspend or cancel test administration.
Source: http://usmleworldwide.com/blog/?p=1115
Attempts/Time Limits
Number of Attempts Allowed To Complete All Steps and Time Limits:
The USMLE program recommends to medical licensing authorities that they:
Source: http://usmleworldwide.com/blog/?p=1053
Number of Attempts Allowed To Complete All Steps and Time Limits:
The USMLE program recommends to medical licensing authorities that they:
- Require that the dates of passing the Step 1, Step 2, and Step 3 examinations occur within a seven-year period; and
- Allow no more than six attempts to pass each Step or Step Component without demonstration of additional educational experience acceptable to the medical licensing authority.
Source: http://usmleworldwide.com/blog/?p=1053
CRU updates - november 2011
New question formats in February 2012 Step 3 Examination
One of the recommendations emerging from the Comprehensive Review of USMLE (CRU) process is that USMLE develop assessments focusing on the examinee’s ability to access relevant information, evaluate its quality, and apply it to solving clinical problems. Among the formats under development to help meet this recommendation are multiple choice questions that assess an examinee’s ability to appropriately interpret information presented both in the form of a research abstract and a pharmaceutical advertisement.
A small number of items with an associated drug ad or abstract will be introduced into the USMLE Step 3 Examination beginning in February 2012.
Pharmaceutical Advertisement (Drug Ad) Format
The drug ad item format includes a rich stimulus presented in a manner commonly encountered by a physician, eg, as a printed advertisement in a medical journal. Examinees must interpret the presented material in order to answer questions on various topics, including
The abstract item format includes a summary of an experiment or clinical investigation presented in a manner commonly encountered by a physician, eg, as an abstract that accompanies a research report in a medical journal. Examinees must interpret the abstract in order to answer questions on various topics, including
One of the recommendations emerging from the Comprehensive Review of USMLE (CRU) process is that USMLE develop assessments focusing on the examinee’s ability to access relevant information, evaluate its quality, and apply it to solving clinical problems. Among the formats under development to help meet this recommendation are multiple choice questions that assess an examinee’s ability to appropriately interpret information presented both in the form of a research abstract and a pharmaceutical advertisement.
A small number of items with an associated drug ad or abstract will be introduced into the USMLE Step 3 Examination beginning in February 2012.
Pharmaceutical Advertisement (Drug Ad) Format
The drug ad item format includes a rich stimulus presented in a manner commonly encountered by a physician, eg, as a printed advertisement in a medical journal. Examinees must interpret the presented material in order to answer questions on various topics, including
- Decisions about care of an individual patient
- Biostatistics/epidemiology
- Pharmacology/therapeutics
- Development and approval of drugs and dietary supplements
- Medical ethics
The abstract item format includes a summary of an experiment or clinical investigation presented in a manner commonly encountered by a physician, eg, as an abstract that accompanies a research report in a medical journal. Examinees must interpret the abstract in order to answer questions on various topics, including
- Decisions about care of an individual patient
- Biostatistics/epidemiology
- Pharmacology/therapeutics
- Use of diagnostic studies
what is the usmle?
USMLE is a standardized examination used to evaluate applicants’ competence for purposes of medical licensure in the United States and its territories. The USMLE is designed to assess a physician’s ability to apply knowledge, concepts, and principles, and to demonstrate fundamental patient-centered skills, that constitute the basis of safe and effective patient care. USMLE is accepted by virtually all licensing boards in the US as evidence of competence to practice medicine in the US. State medical boards rely upon successful completion of the three USMLE component exams, or “Steps,” as an important element in the process for licensing physicians. Because of the test’s importance to the public’s safety and to examinees, maintaining its fairness and integrity is a priority for the NBME.
Source: http://usmleworldwide.com/blog/?p=765
Source: http://usmleworldwide.com/blog/?p=765
Test Accommodations – Introduction
The United States Medical Licensing Examination (USMLE) Program provides reasonable and appropriate accommodations in accordance with the Americans with Disabilities Act for individuals with documented disabilities who demonstrate a need for accommodation. Examinees are informed of the availability of test accommodations in the USMLE Bulletin of Information: Applying and Scheduling and in the Application Instructions.
The following information is provided for examinees, evaluators, medical school student affairs staff, faculty and others involved in the process of documenting a request for test accommodations. Applicants requesting test accommodations should share these guidelines with their evaluator, therapist, treating physician, etc., so that appropriate documentation can be assembled to support the request for test accommodations.
The Americans with Disabilities Act of 1990 (ADA) and accompanying regulations define a person with a disability as someone with a physical or mental impairment that substantially limits one or more major life activities such as walking, seeing, hearing, or learning. The purpose of documentation is to validate that the individual is covered under the Americans with Disabilities Act as a disabled individual.
The purpose of accommodations is to provide equal access to the USMLE testing program. Accommodations “match up” with the identified functional limitation so that the area of impairment is alleviated by an auxiliary aid or adjustment to the testing procedure. Functional limitation refers to the behavioral manifestations of the disability that impede the individual’s ability to function, i.e., what someone cannot do on a regular and continuing basis as a result of the disability. For example, a functional limitation might be impaired vision so that the individual is unable to view the examination in the standard font size. An appropriate accommodation might be text enlargement. It is essential that the documentation provide a clear explanation of the functional impairment and a rationale for the requested accommodation.
While presumably the use of accommodations in the test activity will enable the individual to better demonstrate his/her knowledge mastery, accommodations are not a guarantee of improved performance, test completion or a passing score.
Quick Links:
1. Request Test Accommodations
2. Guidelines
3. Forms
4. Settlement with Department of Justice
Source: http://www.usmleworldwide.com/blog/?p=852
The following information is provided for examinees, evaluators, medical school student affairs staff, faculty and others involved in the process of documenting a request for test accommodations. Applicants requesting test accommodations should share these guidelines with their evaluator, therapist, treating physician, etc., so that appropriate documentation can be assembled to support the request for test accommodations.
The Americans with Disabilities Act of 1990 (ADA) and accompanying regulations define a person with a disability as someone with a physical or mental impairment that substantially limits one or more major life activities such as walking, seeing, hearing, or learning. The purpose of documentation is to validate that the individual is covered under the Americans with Disabilities Act as a disabled individual.
The purpose of accommodations is to provide equal access to the USMLE testing program. Accommodations “match up” with the identified functional limitation so that the area of impairment is alleviated by an auxiliary aid or adjustment to the testing procedure. Functional limitation refers to the behavioral manifestations of the disability that impede the individual’s ability to function, i.e., what someone cannot do on a regular and continuing basis as a result of the disability. For example, a functional limitation might be impaired vision so that the individual is unable to view the examination in the standard font size. An appropriate accommodation might be text enlargement. It is essential that the documentation provide a clear explanation of the functional impairment and a rationale for the requested accommodation.
While presumably the use of accommodations in the test activity will enable the individual to better demonstrate his/her knowledge mastery, accommodations are not a guarantee of improved performance, test completion or a passing score.
Quick Links:
1. Request Test Accommodations
2. Guidelines
3. Forms
4. Settlement with Department of Justice
Source: http://www.usmleworldwide.com/blog/?p=852
Preparing for usmle
Like any other tertiary level students, those in the medical school develop a sense of freedom when they are accepted as they are. They take risks and develop the initiative they feel recognition, not so much on their own success but on their efforts to learn what to pass USMLE steps each one successfully. They spend time studying their USMLE lessons because it has accepted responsibility and believes in their control for their own USMLE success or failure. This sense of internal locus of control benefits medical students because of the leadership, effort and sustained motivation.
In addition, medical students undergoing effective review of USMLE appreciate the results of their efforts and learn to make adjustments according to the results of their efforts. They evaluate their strategies and modify their learning styles as they mature and develop into self-management and personal fulfillment. This sense of direction and accomplishment gives the feeling of self-esteem that makes a difference in involvement, effort and persistence to succeed in the USMLE. Indeed, you wonder what is inside the USMLE examination that creates these aptly prepared USMLE medical students, right?
There are a number of things that the medical license control programs initiated to help medical students. First, they receive the emotional support and other events, like the blink of an eye, a smile or praise. Safety and preparedness of medical students are considered to reread the lessons learned and planning activities. Their experience of success in small tasks builds their confidence.
Secondly, the examination mentors and facilitators play behavior that says "Prepare for USMLE is fun," "You can do it", or "You can succeed if you study hard.”Mentors show their own interest, enthusiasm and positive attitude that provide the motivation for participants in the review.
Third, the review program itself is a balanced combination of expertise in the areas required for USMLE and interpersonal relationships. Review session activities and experiences are well planned to promote the learning of control, problem solving, persistence and success - where students develop self-esteem.
Fourth, leadership mentors provide guidance and authority in the development of discipline and competence. Firm decisions, participation encouragement and cooperation is highly stressed. After all, these firm decisions and directions are genuine expression of concern for participants to review the USMLE.
Examining mentors and facilitators can help the medical student to persist in his task of control of reinforcement and teaching him to stick to his task. Activities and practice tests are provided which makes the student experience success at each stage in the same time, awareness of the student's expectations.
While the medical student develops persistence, he gains confidence in himself and his ability to succeed. Ultimately, he learns to like engaging in important work and persist until it succeeds. This kind of experience will cultivate a fondness for the school, which is a very important factor for successful USMLE.
SOURCE: http://usmleworldwide.blogspot.com/2012/05/preparing-for-usmle.html
In addition, medical students undergoing effective review of USMLE appreciate the results of their efforts and learn to make adjustments according to the results of their efforts. They evaluate their strategies and modify their learning styles as they mature and develop into self-management and personal fulfillment. This sense of direction and accomplishment gives the feeling of self-esteem that makes a difference in involvement, effort and persistence to succeed in the USMLE. Indeed, you wonder what is inside the USMLE examination that creates these aptly prepared USMLE medical students, right?
There are a number of things that the medical license control programs initiated to help medical students. First, they receive the emotional support and other events, like the blink of an eye, a smile or praise. Safety and preparedness of medical students are considered to reread the lessons learned and planning activities. Their experience of success in small tasks builds their confidence.
Secondly, the examination mentors and facilitators play behavior that says "Prepare for USMLE is fun," "You can do it", or "You can succeed if you study hard.”Mentors show their own interest, enthusiasm and positive attitude that provide the motivation for participants in the review.
Third, the review program itself is a balanced combination of expertise in the areas required for USMLE and interpersonal relationships. Review session activities and experiences are well planned to promote the learning of control, problem solving, persistence and success - where students develop self-esteem.
Fourth, leadership mentors provide guidance and authority in the development of discipline and competence. Firm decisions, participation encouragement and cooperation is highly stressed. After all, these firm decisions and directions are genuine expression of concern for participants to review the USMLE.
Examining mentors and facilitators can help the medical student to persist in his task of control of reinforcement and teaching him to stick to his task. Activities and practice tests are provided which makes the student experience success at each stage in the same time, awareness of the student's expectations.
While the medical student develops persistence, he gains confidence in himself and his ability to succeed. Ultimately, he learns to like engaging in important work and persist until it succeeds. This kind of experience will cultivate a fondness for the school, which is a very important factor for successful USMLE.
SOURCE: http://usmleworldwide.blogspot.com/2012/05/preparing-for-usmle.html