The full regression model, however, accounted for 32.2% of the variance in NBME subject exam scores. Despite observed positive correlations, none of the study variables significantly predicted actual scores. Participants spent 11-20 hours/week/clerkship studying for NBME subject exams with a majority starting midway through the rotations. On average, 3-6 resources/clerkship were utilized with clear preference of question banks and review books over textbooks. Results: Participants relied on rote-memorization and mock exam rehearsal more than cooperative learning and conceptualization. Multiple regression analyses were conducted to determine predictive effects of the constructs on actual scores.
Methods: Sixty medical students from the University of Missouri-Kansas City were surveyed in six clerkships on preparation time, resources utilization, study strategies, and help-seeking trends when relating to NBME subject exam preparation.
This study investigated NBME subject exam preparation habits and their predictive effects on actual scores. Background and Purpose: There is a paucity of empirical-based knowledge upon which medical students and clerkship directors in the US and Canada direct National Board of Medical Examiners (NBME) subject exam preparation.
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