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College science courses aim to teach students both disciplinary knowledge and scientific literacy skills. Several instruments have been developed to assess students' scientific literacy skills, but few studies have reported how demographic differences may play a role. The goal of this study was to determine whether demographic factors differentially impact students' scientific literacy skills. We assessed more than 700 students using the Test of Scientific Literacy Skills (TOSLS), a validated instrument developed to assess scientific literacy in college science courses. Interestingly, we found that Scholastic Aptitude Test (SAT) reading score was the strongest predictor of TOSLS performance, suggesting that fundamental literacy (reading comprehension) is a critical component of scientific literacy skills. Additionally, we found significant differences in raw scientific literacy skills on the basis of ethnicity (underrepresented minority [URM] vs. non-URM), major (science, technology, engineering, and mathematics [STEM] vs. non-STEM), year of college (e.g., senior vs. freshman), grade point average (GPA), and SAT math scores. However, when using multivariate regression models, we found no difference based on ethnicity. These data suggest that students' aptitude and level of training (based on GPA, SAT scores, STEM or non-STEM major, and year of college) are significantly correlated with scientific literacy skills and thus could be used as predictors for student success in courses that assess scientific literacy skills.

This article proposes a general mixture item response theory (IRT) framework that allows for classes of persons to differ with respect to the type of processes underlying the item responses. Through the use of mixture models, nonnested IRT models with different structures can be estimated for different classes, and class membership can be estimated for each person in the sample. If researchers are able to provide competing measurement models, this mixture IRT framework may help them deal with some violations of measurement invariance. To illustrate this approach, we consider a two-class mixture model, where a person's responses to Likert-scale items containing a neutral middle category are either modeled using a generalized partial credit model, or through an IRTree model. In the first model, the middle category ("neither agree nor disagree") is taken to be qualitatively similar to the other categories, and is taken to provide information about the person's endorsement. In the second model, the middle category is taken to be qualitatively different and to reflect a nonresponse choice, which is modeled using an additional latent variable that captures a person's willingness to respond. The mixture model is studied using simulation studies and is applied to an empirical example.

Despite the increasing implementation of formative assessment in medical education, its' effect on learning behaviour remains questionable. This effect may depend on how students value formative, and summative assessments differently. Informed by Expectancy Value Theory, we compared test preparation, feedback use, and test-taking motivation of medical students who either took a purely formative progress test (formative PT-group) or a progress test that yielded study credits (summative PT-group). In a mixed-methods study design, we triangulated quantitative questionnaire data (n = 264), logging data of an online PT feedback system (n = 618), and qualitative interview data (n = 21) to compare feedback use, and test-taking motivation between the formative PT-group (n = 316), and the summative PT-group (n = 302). Self-reported, and actual feedback consultation was higher in the summative PT-group. Test preparation, and active feedback use were relatively low and similar in both groups. Both quantitative, and qualitative results showed that the motivation to prepare and consult feedback relates to how students value the assessment. In the interview data, a link could be made with goal orientation theory, as performance-oriented students perceived the formative PT as not important due to the lack of study credits. This led to low test-taking effort, and feedback consultation after the formative PT. In contrast, learning-oriented students valued the formative PT, and used it for self-study or self-assessment to gain feedback. Our results indicate that most students are less motivated to put effort in the test, and use feedback when there are no direct consequences. A supportive assessment environment that emphasizes recognition of the value of formative testing is required to motivate students to use feedback for learning., (© 2024. The Author(s).)

Background: Metacognition can assist students in improving poor examination (exam) performance. An exam wrapper is a metacognitive tool used to assess a student's thought processes and behavioral patterns during test-taking., Purpose: The purpose of this study was to determine the effect of an exam wrapper tool used during one-to-one exam review sessions with faculty on prelicensure nursing students' subsequent exam performance., Methods: Paired t -tests and repeated measures ANOVA were used to compare undergraduate students' (n = 91) exam scores before and after an exam review session with faculty in which the exam wrapper tool was used., Results: Students who completed a one-to-one exam review session with faculty using the exam wrapper showed significant improvement in subsequent exam scores., Conclusions: Use of an exam wrapper tool as part of a one-to-one exam review session with faculty is a viable way to leverage metacognition to improve student exam performance., Competing Interests: The authors declare no conflicts of interest., (Copyright © 2024 Wolters Kluwer Health, Inc. All rights reserved.)

Changes in the national examination structures have renewed interest in the development of test-taking strategies for professional students in the health sciences. It is often assumed that these high-achieving students have developed proficient test-taking skills and abilities before admittance. However, the assessments in these programs and for national licensure require an elevated level of reasoning and integration with clinical concepts. It was hypothesized that the implementation of an immersive test-taking strategies program would improve dental student perceptions of their abilities. A "toolbox" of four methods was implemented, which included 1 ) an introductory video that provided students with 10 tips for approaching high-level exam questions; 2 ) problem solution videos interspersed with class practice problems to walk students independently through rationales; 3 ) collaborative group assessments in which students implemented the strategies in teams to prepare for exams; and 4 ) unit exam debriefings to review the question rationales. Although all methods were positively reviewed on surveys, students indicated that the problem solution videos and the collaborative group assessments were more helpful and improved their test-taking skills significantly more than the other strategies ( P < 0.01, 1-way ANOVA and Bonferroni post hoc test). Students felt they had developed strong test-taking strategies (average of 4.21 on a 5-point scale, SD 0.76) and felt more prepared for the Integrated National Board Dental Examination (4.48, SD 0.66). These results suggest that a multipronged approach with frequent opportunities to practice test-taking strategies can improve student perceptions of their ability to master high-level and integrated assessment questions. NEW & NOTEWORTHY Professional students in the health sciences may need to improve their test-taking skills for high-level and integrated assessments. A toolbox of strategies was implemented in a Dental Physiology course that included an introductory video, problem solution videos for practice problems, collaborative group assessments, and unit exam debriefings. The students reported that the strategies were helpful, improving their preparation and test-taking strategies for summative exams such as the Integrated National Board Dental Examination.

Background: Despite being high-achieving students, many medical students face academic challenges, particularly during their first year of study. Research indicates that self-regulated learning, involving metacognitive processes and adaptive strategies, can positively influence academic achievement. This study aimed to assess the early learning and study skills of first-year medical students in an international medical school with the goal of developing a learner-centered educational intervention to promote self-regulated learning., Methods: We conducted a retrospective analysis of the Learning and Study Skills Inventory (LASSI) questionnaire that was administered annually each August to first-year medical students from 2019 to 2022. The distribution of students across different percentile ranges for each selected variable was determined for each year and all years collectively. Students were counted within distinct percentile brackets (50th and below, between 51st and 75th, and above 75th ) for each variable., Results: A total of 147 students completed the LASSI questionnaire over the 4-year time period. Using academic resources was the greatest concern, with 67% of students in the 50th or below percentile, followed by selecting the main idea (56%), motivation (51%), and concentration (50%). Attitude scored highest across all cohorts, scoring between 21.55 ± 0.73 and 26.49 ± 0.34. In comparing mean scores of LASSI variables across all cohorts, attitude, motivation, test-taking strategies, time management, and the use of academic resources differed significantly (p < 0.05)., Conclusion: LASSI data can provide an early picture of students' support needs. We posit that early identification of student learning and study skills and areas of struggle can inform personalized educational interventions and programs to support first-year medical students., (© 2024. The Author(s).)

Purpose: This research investigates the relative effectiveness of independent online and blended learning approaches for novice analysts' development of videofluoroscopic swallowing study (VFSS) analytical skills. The secondary aims were to explore the impact of training on decision-making and to describe learners' perspectives of training outcomes., Method: Undergraduate speech-language pathology students ( n  = 74) who had completed the dysphagia academic curriculum in an undergraduate speech-language pathology program were recruited for a randomised control trial. The ability to identify swallowing impairments in adults was compared pre- and post-training across three conditions: independent online ( n  = 23), peer-supported ( n  = 23), and expert-facilitated training ( n  = 28). The training comprised online VFSS training and practice with a commercially available digital video disc (DVD)., Result: The three training approaches were equal in improving novice analysts' identification of impairments on VFSS. Participants' analysis improved pre- to post-training ( p = <.001), with no statistical difference amongst training conditions ( p = .280). However, the expert facilitation condition resulted in better decision-making skill for novice analysts, as well as higher levels of confidence and greater engagement in the learning., Conclusion: Well-designed independent online methods are appropriate to prepare novice analysts for VFSS analytical training. Expert facilitation and peer-supported environments may have benefits for more advanced skill development and engagement, and should be investigated in future studies.

We describe the development and validation of a test battery to assess musical ability that taps into a broad range of music perception skills and can be administered in 10 minutes or less. In Study 1, we derived four very brief versions from the Profile of Music Perception Skills (PROMS) and examined their properties in a sample of 280 participants. In Study 2 (N = 109), we administered the version retained from Study 1-termed Micro-PROMS-with the full-length PROMS, finding a short-to-long-form correlation of r = .72. In Study 3 (N = 198), we removed redundant trials and examined test-retest reliability as well as convergent, discriminant, and criterion validity. Results showed adequate internal consistency ( ω ¯ = .73) and test-retest reliability (ICC = .83). Findings supported convergent validity of the Micro-PROMS (r = .59 with the MET, p < .01) as well as discriminant validity with short-term and working memory (r ≲ .20). Criterion-related validity was evidenced by significant correlations of the Micro-PROMS with external indicators of musical proficiency ( r ¯ = .37, ps < .01), and with Gold-MSI General Musical Sophistication (r = .51, p<.01). In virtue of its brevity, psychometric qualities, and suitability for online administration, the battery fills a gap in the tools available to objectively assess musical ability., (© 2023. The Author(s).)

Background: the factors related to dropping out and academic failure are necessary indicators to be considered, so that the educational institutions draw guidelines to head to success.Objective: to determine the relationship some factors have to dropping out of school during the first five years of the major of medicine, at the Affiliated School of Medical Sciences of Puerto Padre of the University of Medical Sciences of Las Tunas.Methods: a retrospective analytical study was carried out with 87 medical students enrolled in the 2015-2016 academic year. The sample was divided into two groups, one with the 20 dropouts of the period and another one with the 67 students that continued their studies. The following variables were assessed: sex, age at registration, motivation, vocational orientation, study habits, intelligence quotient, educational level of parents, family functioning, pre-university performance, university results and repetition of the year.Results: 22,98 % of the matriculated students left school in the first three years; 90 % belonged to the female sex; demotivation reached 60 %; 70% spent less than 15 hours a week to study; 60 % repeated at least one year of study; 20 % presented an average of the entrance examination between 70 and 79 points and 75 % obtained university results below 4. School repetition, bad study habits and demotivation for the major were significant factors.Conclusions: the factors associated with school desertion that took place in this student population were identified.

Determine trunk and shoulder muscle strength cutoff points for functional independence and wheelchair skills, and verify the predictive capacity of relative and absolute peak torque in men with spinal cord injury (SCI). Cross-sectional study. Rehabilitation hospital setting. Men (N=54) with SCI were recruited and stratified into high and low paraplegia groups. All participants performed maximum strength tests for shoulder abduction or adduction (isokinetic) and trunk flexion or extension (isometric) to determine relative and absolute peak torque cutoff points for the Spinal Cord Independence Measure version III (SCIM-III) and Adapted Manual Wheelchair Circuit (AMWC). The primary outcome measures were SCIM-III, AMWC-Brazil test, and strength variables (peak torques). Demographic characteristics obtained from participants' electronic medical records were the secondary outcomes used as predictor variables of functional independence. The best predictive model for SCIM-III (R =0.78, P ≤.05) used the sum of trunk flexion and extension relative peak torque values to determine the cutoff points (1.42 N·m/kg for a score of 70). Relative shoulder abduction peak torque was used in the predictive models for AMWC outcomes: performance score (R =0.77, P≤.05, cutoff points of 0.97 N·m/kg for 300.0m) and 3-minute overground wheeling (R =0.72, P≤.05, cutoff points of 0.96 N·m/kg for 18.5s). Relative peak torque showed better predictive capacity compared to absolute peak torque. Cutoff points were established for relative muscle strength and could help health professionals set appropriate goals for individuals with SCI to achieve high functional independence and wheelchair ability. [ABSTRACT FROM AUTHOR]

Objective: To evaluate the impact of using online practice quizzes as accessory learning tool on academic performance of medical students. Study Design: Quasi Experimental Study Place and Duration: Physiology Department of CMH Multan Institute of Medical Sciences, Multan, from 15th January, 2019 to 15th March, 2019 Methodology: Two unsupervised digital quizzes were conducted before Physiology class test of 1st year MBBS. Volunteers attempting practice quizzes were regarded as "Experimental group" (n=51), while rest of the class was included in "Control group" (n=38). Short essay questions (SEQs) in the summative class test were classified as "Category A," (from already tested topics) and "Category B" (from rest of the syllabus). Scores of practice quizzes and class test (SEQs and MCQs) were obtained for statistical analysis. Results: Experimental group (who had attempted practice quiz) scored significantly higher in Category A SEQs (p=0.01), Category B SEQs (p=0.001) and MCQs (p=0.04), as compared to the Control group. Moreover, Experimental group scored significantly higher (p=0.001) in Category A SEQs (from already tested topics) as compared to Category B SEQs (from rest of the syllabus). We also found certain predictive validity of practice quiz score for summative assessment scores. Conclusion: Online practice quizzes used as structured formative assessment can act as an accessory learning tool for the medical students. [ABSTRACT FROM AUTHOR]

The aim of this study was to assess the effectiveness of a questionnaire to guide targeted remediation among undergraduate medical students in anatomy. Seventy-five students from a medical college in South India who failed in the first internal theory examination were administered a validated 35-item questionnaire. The total and domain specific questionnaire scores were calculated. Specific weekly interventions for each student based on the questionnaire scores were conducted by appointed academic mentors for three months prior to the second internal examination. The dependent variable was performance in the second internal examination. The students were re-administered the questionnaire after the second internal examination. The independent variables were the marks obtained in the first internal examination, domain specific and total questionnaire scores, sex, and regularity of the student in attending the remedial sessions. Inferential statistical tests used were the chi-square test, independent sample t test, paired t test, multiple regression and binomial logistic regression. Of the 75 students who underwent remediation, 54 (72%) passed in the second internal examination. The scores in the second internal examination among these students was found to be significantly higher as compared to the first internal examination. The total, subject related and study skills questionnaire score were significantly lower after remediation. Students who were irregular had a significantly lower pass rate. The multivariate analysis showed that only the first internal marks added significantly to the prediction about second internal performance. This study provides evidence to show that struggling students perceive a benefit from targeted remediation. [ABSTRACT FROM AUTHOR]

Computerized adaptive testing (CAT) greatly improves measurement efficiency in high-stakes testing operations through the selection and administration of test items with the difficulty level that is most relevant to each individual test taker. This paper explains the 3 components of a conventional CAT item selection algorithm: test content balancing, the item selection criterion, and item exposure control. Several noteworthy methodologies underlie each component. The test script method and constrained CAT method are used for test content balancing. Item selection criteria include the maximized Fisher information criterion, the b-matching method, the a-stratification method, the weighted likelihood information criterion, the efficiency balanced information criterion, and the Kullback-Leibler information criterion. The randomesque method, the Sympson-Hetter method, the unconditional and conditional multinomial methods, and the fade-away method are used for item exposure control. Several holistic approaches to CAT use automated test assembly methods, such as the shadow test approach and the weighted deviation model. Item usage and exposure count vary depending on the item selection criterion and exposure control method. Finally, other important factors to consider when determining an appropriate CAT design are the computer resources requirement, the size of item pools, and the test length. The logic of CAT is now being adopted in the field of adaptive learning, which integrates the learning aspect and the (formative) assessment aspect of education into a continuous, individualized learning experience. Therefore, the algorithms and technologies described in this review may be able to help medical health educators and high-stakes test developers to adopt CAT more actively and efficiently.

The functional asymmetry of the lower limbs has been considered an important factor in the performance of soccer players. In this sense, the purpose of this study was to examine the effects of specific technical training for non-preferred foot on its utilization rate during the game; and to investigate if interruption of a technical training programme for the non-preferred foot influences its utilization rate during the game. Fifty young soccer players were randomly divided into two groups: G1 (n=26, 9.50±1.04 years) and G2 (n=24, 9.58±1.02 years). At the beginning of the first 4 months, each player’s use of both feet during the game was assessed. The study lasted eight months divided into two periods of four months. In the first training period G1 was subjected to a technical training programme directed to the non-preferred foot, while G2 had no constraints on the use of both feet. At the end of the 4th month the two groups were newly assessed. During the second training period G1 and G2 reversed the training programmes. After the 8 months of training the evaluation of the utilization rate of both feet during small-side games was again performed. The main conclusions of the study were: (i) the technical training of the non-preferred foot allowed significant increases in its utilization rate during small-sided games; (ii) the interruption of such training partially reversed this effect. Thus, technical training for the non-preferred foot should be systematically performed in order to maintain the positive effects induced over functional asymmetry.

Background: Students often struggle with how to synthesize course content during independent learning outside of class., Problem: Study strategies may be entrenched in ineffective methods that reinforce misperceptions of learning and undermine the development of metacognitive thinking., Approach: To promote the development of effective study skills, a scaffolded approach was developed to facilitate students actively engaging with course content outside of class time, based on best practices of brain science-based learning., Outcomes: Using evidence in the brain science of teaching and learning, Learning Guides were developed to shift the focus of study outside of class time from the "what" to the "how." Preliminary feedback from students in multiple core nursing courses suggests that these guides are an effective tool for student learning., Conclusion: This brain science-based approach to learning can provide a road map for students to build the essential skills for effective study habits that can lead to durable learning., Competing Interests: The author declares no conflicts of interest., (Copyright © 2023 Wolters Kluwer Health, Inc. All rights reserved.)

Background: A high incidence of local itching subcutaneous nodules and aluminium allergy was observed in clinical trials of a new aluminium adsorbed pertussis vaccine in Gothenburg, Sweden, in the 1990s. A total of 495 children with itching nodules were patch tested with aluminium chloride hexahydrate 2% and an empty Finn Chamber®, 377 (76%) with positive reactions. When 241 of them were re-tested some years later 186 (3 out of 4) had unexpectedly lost their patch test reactivity., Aim: To investigate the long-term prognosis of vaccine-induced contact allergy to aluminium by a third patch test about 20 years after Patch test I., Methods: Twenty individuals with positive and 11 with negative results in Patch test II were tested a third time with the same sensitisers as in in the first two tests. Three additional aluminium preparations were also tested., Results: A total 15 out of 20 persons with positive results in the second test had lost their patch test reactivity. Two of 11 with negative tests had turned positive again. The addition of the preparations gave no conclusive results., Conclusion: Contact allergy to aluminium caused by vaccination with aluminium-adsorbed vaccines in childhood seems to fade away with time as measured by loss of patch test reactivity., (© 2023 The Authors. Contact Dermatitis published by John Wiley & Sons Ltd.)

Introduction: Poor mental health among youths is a complex worldwide issue. Many countries with medium-to-low levels of development, particularly those in Southern Europe, have not introduced appropriate mental health and educational strategies to identify the key factors influencing wellbeing, promote psychological wellbeing, and prevent poor mental health among youths. In response to these trends, we sought to uncover insights for developing interventions for youth mental wellbeing. We assessed mental health, study skills, barriers to seeking psychological help, and perceived social support among Kosovar university students, and investigated their experiences with professional mental health services and their needs and perceptions regarding the importance of professional mental health services on campus., Methods: The study used a parallel mixed-methods design. Participants included 234 university students. Quantitative data were gathered through validated questionnaires, including the Depression, Anxiety, and Stress Scale, Multidimensional Scale of Perceived Social Support, Academic Anxiety Scale, Study Skills Assessment Questionnaire, and the Barriers to Seeking Psychological Help Scale. Qualitative data on the students' experiences with mental health services and their perceptions regarding the importance of professional university mental health services were explored through open-ended questions., Results: Most students experienced anxiety and depression, more than half were stressed, and most reported poor or moderate study skills. Lack of trust in mental health professionals was a major barrier to seeking psychological help, followed by difficulties in self-disclosure. Perceived social support and academic anxiety were significant predictors of barriers to seeking psychological help. The participants believed that mental health and academic support from the university would help improve their mental wellbeing, study skills, self-esteem, self-perception, and attitudes toward social support; raise awareness regarding mental health; and help them overcome personal and academic challenges., Discussion: Our findings highlight the need for more comprehensive and accessible mental health services on campuses. By providing adequate support and resources to address various personal and academic factors that contribute to mental health issues in university students, universities can enhance students' academic success and personal growth., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2023 Hyseni Duraku, Davis and Hamiti.)

Competing Interests: The authors declare no conflict of interest.

Quitting Basic Military Training (BMT) is a problem in the Dutch Armed Forces. Previous research focused on physical factors. Yet, contemporary research focuses on psychosocial characteristics, study skills, and quality of life factors associated with recruits' intention to quit BMT. We combined several factors to identify the key factors affecting recruits' intentions to quit BMT. We also studied gender and rank position differences. Three hundred fifty-five recruits enrolled in BMT participated by completing a self-report questionnaire. Multiple regression analysis showed that being highly engaged with BMT, having a high sense of belonging, and being highly proactive resulted in lower intention to quit. Having a high sense of responsibility resulted in higher intention to quit BMT. For gender, significant differences were found in study skills and self-esteem. For rank positions, significant differences were found in several psychosocial characteristics, study skills, quality of life factors, and intention to quit; with officer rank recruits showing higher intentions to quit than noncommissioned officer rank recruits. These identified factors can be used to improve conditions for BMT recruits. It is further advised to investigate the origin of gender and rank position differences that affect associations between psychosocial characteristics, study skills, quality of life factors, and recruits' intention to quit, so that these differences can be minimized in the future.

Introduction Learners in high-performing contexts such as medical school and residency are presumed to have appropriate study skills to be successful. However, for those learners in academic difficulty who are identified as having weak study skills and poor test taking skills, faculty need tools to use to lead these struggling learners to academic success. In coaching learners on study skills, we frequently found that the study skills that helped them get into medical school or residency were no longer sufficient to make them successful in their new program. Given that there are multiple study strategies available, faculty coaches need mechanisms to first tease out which skills are the issue and then provide targeted strategies specific to each learner. Methods In meeting with a faculty coach, learners are briefly interviewed, complete a self-assessment to explore all possible root weaknesses in their study skills, and then read strategic solutions and review with faculty how they may be implemented. This tool has been offered to 52 students, 76 residents, and 20 fellows and faculty between 2010 and 2015. Results One hundred forty-eight individuals participated in this innovation, with more than 91% of all individuals going on to pass the exam that they had either failed or, in the case of the in-training exam, scored below the 30th percentile on. Conclusion A self-assessment tool is key to individualized insight and action plans for improving study skills. Implementation must be supported with concurrent in-person coaching.

This study examined differences in exam answer changing behavior among baccalaureate students based on program pace, semester in the program, exam scores, and grade point average. The study is a retrospective review of quantitative data. The data was collected using standardized testing results taken by students at a private, liberal arts university in the midwestern United States. 774 normed standardized nursing exams were reviewed retrospectively for number and type of answer changes and analyzed between traditional and accelerated baccalaureate students early, middle, and late in the curriculum. Most answer changes (50%) were beneficial to grades. Answer changing decreased late in the program. Students scoring higher changed fewer answers. Program pace and grade point average did not influence answer changing. Answer changing should not be generally discouraged. Promoting adequate preparation and test taking skills may benefit nursing students, especially early in programs. [ABSTRACT FROM AUTHOR]

Background: Little research exists on the relationship between pre-examination resources, race, and standardized test outcomes. This study aimed to determine the effect of test preparation resources and race on test scores., Methods: We surveyed medical students at an allopathic institution on the use of test preparation materials and their test scores. Students were grouped by self-identified race. Underrepresented in Medicine (URiM) students were defined as Black/African American (AA), Hispanic/Latino (HL), Native American (NA) and multiple races. Univariate analysis and linear regression were used for statistical analysis., Results: 192 students completed the survey (response rate = 33%). URiM students reported more MCAT attempts than other students. No differences between scores existed between races. There was no association between scores and the use of test preparation resources., Conclusions: We found that URiM students took the MCAT more times than their peers; however, we found no racial/ethnic differences in examination preparation resources or scores., Competing Interests: Declaration of competing interest The authors of original research manuscript entitled “Effects of Race and Test Preparation Resources on Standardized Test Scores”, Yumiko Gely BS BHS, Ikenna Ifearulundu BS MPH, Melissa Rangel MD, Johanna Balas BS, Yuanqing Liu MA, Gwyneth Sullivan MD, Edie Chan MD, Jose Velasco MD FACS FCCM, and Rosalinda Alvarado MD have no conflicts of interest to disclose., (Copyright © 2022 Elsevier Inc. All rights reserved.)

Purpose: It aims to identify the effect of five variables to score of the Korean Medical Licensing Examinations (KMLE) for three consecutive years from 2011 to 2013. Methods: The number of examinees for each examination was 3,364 in 2011 3,177 in 2012, and 3,287 in 2013. Five characteristics of examinees were set as variables: gender, age, graduation status, written test result (pass or fail), and city of medical school. A regression model was established, with the score of a written test as a dependent variable and with examinees’ traits as variables. Results: The regression coefficients in all variables, except the city of medical school, were statistically significant. The variable’s effect in three examinations appeared in the following order: result of written test, graduation status, age, gender, and city of medical school. Conclusion: written test scores of the KMLE revealed that female students, younger examinees, and first-time examinees had higher performances.