Journal of Regional Medical Campuses

Mapping Student-Generated Learning Objectives Against USMLE Core Content

L. Mica Yoder

Penn State College of Medicine University Park Campus

Michael Flanagan

Penn State College of Medicine University Park

Britta Thompson

Mark Stephens

Penn State College of Medicine University Park

DOI: https://doi.org/10.24926/jrmc.v7i2.5703

Keywords: medical education, student-generated learning objectives, usmle step 1, medical curriculum

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Abstract

Purpose:

To compare the content covered by student-generated, case-based, learning objectives with United States Medical Licensing Exams (USMLE) core-content guidelines, both in terms of range of topics covered and time spent with different topics. Secondarily, to examine the impact of online learning during the COVID-19 pandemic on the content covered by student generated learning objectives (SGLOs).

 

Methods:

The data used in this study was drawn from university records of SGLOs over the course of five years, including approximately 1,600 individual SGLOs, organized by semester and year. SGLOs were coded to correspond to topics on the USMLE core content guidelines. Two lists of core content provided by the USMLE were used in this study. The first consisted of  18 broad topics and 222 nesting subtopics tested on STEP 1. The second consisted of 11 broad topics with a corresponding percent range of how many questions on STEP 1 address that topic.

 

Findings:

Percent Coverage: 50-60% of USMLE core content topics are covered within the first year. Multiple regression analysis showed this number remaining consistent between first year classes, between semesters, and during COVID.

Topic Weight: 7 out of 11 broad topics fell within the same ranges of the USMLE, with Social Sciences being the greatest outlier (significantly more coverage). 2 out of 11 topics were addressed less by SGLOs than by the USMLE.

Gaps: 53 individual USMLE core content sub-topics were not addressed by a UP first year class in any learning objective. Notable trends in the identified content gaps included topics relating to congenital disorders, embryonic development, male and female reproductive systems, endocrine disorders (other than thyroid disorders and diabetes), normal ageing and age-related changes, psychiatric disorders and behavioral health, and drug adverse effects.

 

Conclusions:

SGLOs covered consistent amounts of material from year to year, suggesting curricular stability over time. The same standard of SGLO creation was also maintained during online COVID 19 activities. The agreement in weighting of topics between our student-driven curriculum and the USMLE core content indicate that students prioritize topics effectively. Identified gaps in coverage represent areas for improvement. This study further supports successful collaborations between faculty and medical students in regards to curriculum development and execution.

 

Conflicts of Interest: None.

This study (Study ID: STUDY00015600) was deemed exempt by the Institutional Review Board (IRB) at the Penn State College of Medicine.