Skip to content
  • About
  • Contact
  • Contribute
  • Book
  • Careers
  • Podcast
  • Recommended
  • Speaking
  • All
  • Physician
  • Practice
  • Policy
  • Finance
  • Conditions
  • .edu
  • Patient
  • Meds
  • Tech
  • Social
  • Video
    • All
    • Physician
    • Practice
    • Policy
    • Finance
    • Conditions
    • .edu
    • Patient
    • Meds
    • Tech
    • Social
    • Video
    • About
    • Contact
    • Contribute
    • Book
    • Careers
    • Podcast
    • Recommended
    • Speaking

Nurturing professional identity and maintaining pass rates: an important goal in medical education

Molly Johannessen, PhD
Education
November 6, 2019
Share
Tweet
Share

The doctor shortage across the United States is coming and has the potential to be painful to millions of Americans. According to the Association of American Medical Colleges, by 2023, the country may experience a deficit of up to nearly 122,000 physicians. With more and more Americans getting access to health care because of policies like the Affordable Care Act and Medicaid expansion, and with the aging population, medical schools across the United States have a vested interest in ensuring that as many of their students graduate and successfully pass all steps of the USMLE, the medical licensing exam.

Without more practicing doctors, especially in underserved areas, this expanded access will not be as valuable to patients’ lives as it could be. This is has been a slow-motion crisis for many years, in large part due to an aging population, but it goes beyond that, and medical educators have a role to play in remedying the situation.

The question remains: Are medical schools doing enough to support their students who are at risk of dropping out or not passing the board exams?

For years, most medical schools have placed a priority on helping students pass Step 1 of the USMLE, which is commonly seen as the most challenging exam and is more comprehensive than other exams taken throughout medical school up until that point.

With that in mind, there are many review and remediation programs for that exam. Many medical schools don’t have formalized remediation programs for Step 2, however, because there was never a need for them, largely because it’s commonly seen as less challenging for learners.

But something is changing for USMLE Step 2 exams that medical schools should pay attention to — something that may lower the pass rate of their students.

At its July 2017 meeting, the USMLE Management Committee voted to increase the required minimum passing level for three important Step 2 CS subcomponents: communication and interpersonal skills, spoken English proficiency, and integrated clinical encounter.

If the new minimum passing requirements were applied to the group of first-time examinees who recently tested, the overall passing rate for examinees from U.S. medical schools would be approximately 3 percent lower, and the overall passing rate for those from international medical schools would be approximately 8 percent. With standards for the USMLE getting tougher, we can expect more students to need help soon.

These three subcomponents of the Step 2 CS all have to do with professional identity formation: learning the knowledge and skills (including social skills) that make you an effective practitioner who is communicating vital information to patients and colleagues.

When it is time for board exams, we need to make sure that we assess professional identity formation as part of the USMLE Step 2 CS. And in order for aspiring physicians to become the professional they need to be, they have to first practice under realistic conditions.

This topic or professional identity formation is not without controversy. And this educational approach has some doubters.

The research behind forming an identity is highly psychological/social of which the data is much more qualitative than quantitative. Many clinicians don’t think of these disciplines as being easily tied to models they’re used to: the evidence-based ways of thinking, which is more quantitative. But the fact is that assessments of medical professionals do involve those psychological/social layers. They’re actually built into the USMLE exams. Step 1 focuses mainly on knowledge, but Step 2 starts to assess the makings of the professional.

It’s not only about whether you have skills, but also whether you can apply them in a humane way, performing those skills in the right order, and thinking about who you’re going to be as a professional.

ADVERTISEMENT

Step 3 pulls all of this together: now that a learner has the knowledge and skills and have used them in their professional endeavors, this test assesses whether they can competently practice individual private care, not just under the graduate medical banner.

By working together, the whole medical educational community can come up with ways to address concerns about the development of professional identity during medical training and maintain strong USMLE pass rates at all steps in the process.

Molly Johannessen is a medical learning consultant, physiology faculty, Kaplan Medical. She can be reached on Twitter @drjohannessen1.

Image credit: Shutterstock.com

Prev

The weight of it: a pediatrician's thoughts on how words last a lifetime

November 6, 2019 Kevin 3
…
Next

Why doctors need to be chameleons

November 6, 2019 Kevin 2
…

Tagged as: Hospital-Based Medicine, Medical school, Primary Care

Post navigation

< Previous Post
The weight of it: a pediatrician's thoughts on how words last a lifetime
Next Post >
Why doctors need to be chameleons

ADVERTISEMENT

Related Posts

  • The medical education system hates families

    Anonymous
  • America’s inadequate LGBTQ medical education

    Haidn Foster
  • Why positive role models are essential in medical education

    Robert Centor, MD
  • How medical education fails minority students

    Shenyece Ferguson
  • Reimagining medical education from within a pandemic

    Kasey Johnson, DO
  • What is anti-racist medical education?

    Sylk Sotto, EdD, MPS, MBA

More in Education

  • Why medical schools must ditch lectures and embrace active learning

    Arlen Meyers, MD, MBA
  • Why helping people means more than getting an MD

    Vaishali Jha
  • Residency match tips: Building mentorship, research, and community

    Simran Kaur, MD and Eva Shelton, MD
  • How I learned to stop worrying and love AI

    Rajeev Dutta
  • Why medical student debt is killing primary care in America

    Alexander Camp
  • Why the pre-med path is pushing future doctors to the brink

    Jordan Williamson, MEd
  • Most Popular

  • Past Week

    • Why are medical students turning away from primary care? [PODCAST]

      The Podcast by KevinMD | Podcast
    • Why “do no harm” might be harming modern medicine

      Sabooh S. Mubbashar, MD | Physician
    • How New Mexico became a malpractice lawsuit hotspot

      Patrick Hudson, MD | Physician
    • Why doctors are reclaiming control from burnout culture

      Maureen Gibbons, MD | Physician
    • Why health care leaders fail at execution—and how to fix it

      Dave Cummings, RN | Policy
    • 5 blind spots that stall physician wealth

      Johnny Medina, MSc | Finance
  • Past 6 Months

    • Why tracking cognitive load could save doctors and patients

      Hiba Fatima Hamid | Education
    • Why are medical students turning away from primary care? [PODCAST]

      The Podcast by KevinMD | Podcast
    • What the world must learn from the life and death of Hind Rajab

      Saba Qaiser, RN | Conditions
    • Why “do no harm” might be harming modern medicine

      Sabooh S. Mubbashar, MD | Physician
    • Here’s what providers really need in a modern EHR

      Laura Kohlhagen, MD, MBA | Tech
    • Why flashy AI tools won’t fix health care without real infrastructure

      David Carmouche, MD | Tech
  • Recent Posts

    • Why judgment is hurting doctors—and how mindfulness can heal

      Jessie Mahoney, MD | Physician
    • Why medical schools must ditch lectures and embrace active learning

      Arlen Meyers, MD, MBA | Education
    • Why helping people means more than getting an MD

      Vaishali Jha | Education
    • How digital tools are reshaping the doctor-patient relationship

      Vineet Vishwanath | Tech
    • Why evidence-based management may be an effective strategy for stronger health care leadership and equity

      Olumuyiwa Bamgbade, MD | Physician
    • Why health care leaders fail at execution—and how to fix it

      Dave Cummings, RN | Policy

Subscribe to KevinMD and never miss a story!

Get free updates delivered free to your inbox.


Find jobs at
Careers by KevinMD.com

Search thousands of physician, PA, NP, and CRNA jobs now.

Learn more

View 4 Comments >

Founded in 2004 by Kevin Pho, MD, KevinMD.com is the web’s leading platform where physicians, advanced practitioners, nurses, medical students, and patients share their insight and tell their stories.

Social

  • Like on Facebook
  • Follow on Twitter
  • Connect on Linkedin
  • Subscribe on Youtube
  • Instagram

ADVERTISEMENT

  • Most Popular

  • Past Week

    • Why are medical students turning away from primary care? [PODCAST]

      The Podcast by KevinMD | Podcast
    • Why “do no harm” might be harming modern medicine

      Sabooh S. Mubbashar, MD | Physician
    • How New Mexico became a malpractice lawsuit hotspot

      Patrick Hudson, MD | Physician
    • Why doctors are reclaiming control from burnout culture

      Maureen Gibbons, MD | Physician
    • Why health care leaders fail at execution—and how to fix it

      Dave Cummings, RN | Policy
    • 5 blind spots that stall physician wealth

      Johnny Medina, MSc | Finance
  • Past 6 Months

    • Why tracking cognitive load could save doctors and patients

      Hiba Fatima Hamid | Education
    • Why are medical students turning away from primary care? [PODCAST]

      The Podcast by KevinMD | Podcast
    • What the world must learn from the life and death of Hind Rajab

      Saba Qaiser, RN | Conditions
    • Why “do no harm” might be harming modern medicine

      Sabooh S. Mubbashar, MD | Physician
    • Here’s what providers really need in a modern EHR

      Laura Kohlhagen, MD, MBA | Tech
    • Why flashy AI tools won’t fix health care without real infrastructure

      David Carmouche, MD | Tech
  • Recent Posts

    • Why judgment is hurting doctors—and how mindfulness can heal

      Jessie Mahoney, MD | Physician
    • Why medical schools must ditch lectures and embrace active learning

      Arlen Meyers, MD, MBA | Education
    • Why helping people means more than getting an MD

      Vaishali Jha | Education
    • How digital tools are reshaping the doctor-patient relationship

      Vineet Vishwanath | Tech
    • Why evidence-based management may be an effective strategy for stronger health care leadership and equity

      Olumuyiwa Bamgbade, MD | Physician
    • Why health care leaders fail at execution—and how to fix it

      Dave Cummings, RN | Policy

MedPage Today Professional

An Everyday Health Property Medpage Today
  • Terms of Use | Disclaimer
  • Privacy Policy
  • DMCA Policy
All Content © KevinMD, LLC
Site by Outthink Group

Nurturing professional identity and maintaining pass rates: an important goal in medical education
4 comments

Comments are moderated before they are published. Please read the comment policy.

Loading Comments...