Supporting Student Progression: The Relationship Between the Learning and Study Strategies Inventory, Preclinical Course Exams, and United States Medical Licensing Examination Step 1

• In Event: Fairmont Roundtable Session Six
  In Roundtable Session: Exploring New Worlds: Program Evaluation and Learner Assessment (Table 7)

Abstract

Academic support faculty consistently seek new strategies and opportunities to help students develop the study skills and practices they need to be successful in an urban undergraduate medical education program. Early identification of students who may be at risk of delayed progression allows faculty the opportunity to provide appropriate academic support to facilitate the development of self-directed learning skills. This study explores the relationship between student performance on the Learning and Study Strategies Inventory (LASSI), preclinical course exams, and the United States Medical Licensing Exam (USMLE) Step 1. In addition, the study sets the foundation for the development of academic profiles of students who may be at risk of delayed progression in medical college

Authors

• Anita Wilson, Thomas Jefferson University
  Presenting Author

• James Dyksen, Thomas Jefferson University
  Presenting Author

• Kristin Desimone, Thomas Jefferson University
  Non-Presenting Author