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School Performance Variation on COMLEX Level 1. Linjun Shen, Ph.D., MPH National Board of Osteopathic Medical Examiners. Purposes. Provide more information to school administrators and educators Help school administrators and educators to interpret and analyze COMLEX data

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school performance variation on comlex level 1

School Performance Variation on COMLEX Level 1

Linjun Shen, Ph.D., MPH

National Board of Osteopathic Medical Examiners

purposes
Purposes
  • Provide more information to school administrators and educators
  • Help school administrators and educators to interpret and analyze COMLEX data
  • Demonstrate analytical approaches individual schools can adopt in digesting their own COMLEX data
limitations
Limitations
  • Analysis is limited to Level 1 June 2002 administration
  • Variables available for this analysis is limited, so as the results
scope of this analysis
Scope of This Analysis
  • Interest of the analysis: school mean scores and school passing rates on Level 1.
  • Potentially influential factors: gender of students, sector of school, school mean MCAT.
  • Analytical approach: mainly descriptive and graphical with a brief statistical modeling.
school mean performance
School Mean Performance
  • Two ways to rank schools: by mean score and passing rate
  • Numerical ranking is not as important as qualitative grouping
  • Variation among school mean scores is substantial (53 point between the highest and lowest, 40 point between above and below average groups)
gender difference in osteopathic medical schools
Gender Difference in Osteopathic Medical Schools
  • There are substantial gender differences in terms of individual student Level 1 performance
  • For a few schools, the differences in both mean scores and passing rates are alarming
  • Gender differences can also be an opportunity for schools to improve if efforts are made to narrow the gap
effects of sector of osteopathic medical schools
Effects of Sector of Osteopathic Medical Schools
  • There is no evidence that sector significantly affects Level 1 performance
  • According to a study 10 years ago, sector was a powerful factor in determining osteopathic Board exam performance
  • It is a very positive improvement of osteopathic medical education
  • More formal study is needed
mcat and level 1 performance
MCAT and Level 1 Performance
  • The implication of correlation of school means of MCAT and a single Level 1 administration is highly limited
  • Individual student MCAT and Level 1 score relationship can be very different from school mean MCAT and school mean Level 1
results of conventional regression
Results of Conventional Regression
  • The model is significant. Both gender and sector are significant predictor.
  • This regression model with two variables only explained 3% of the student. performance variation. Most of the variation remains unexplained.
  • More information is needed to explain student performance.
results of hlm analysis
Results of HLM Analysis
  • Difference of students Level 1 performance across school is significant
  • Gender is a predictor for Level 1 scores but the difference of gender is not significant across schools
  • Neither Sector and school mean MCAT predict student Level 1 performance
  • More data will help: student MCAT, race, curriculum type, etc.
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