Predicting Osteopathic Medical Students' Performance on the United States Medical Licensing Examination From Results of the Comprehensive Osteopathic Medical Licensing Examination.

Introduction The reliance on the United States Medical Licensing Examination (USMLE) Step 1 scores in residency selection creates problems for osteopathic medical students and the programs that review their applications. Although many osteopathic students take the USMLE to improve their standing for residency selection, students who score poorly may harm their candidacy. Simultaneously, programs unfamiliar with the Comprehensive Osteopathic Medical Licensing Examination (COMLEX-USA) may struggle to evaluate applicants who have not taken USMLE. Objective To determine the association between COMLEX-USA Level 1 and USMLE Step 1 scores and derive an equation that could be used to predict USMLE performance or approximate USMLE scores for applicants who have only taken COMLEX-USA. Methods We reviewed COMLEX-USA Level 1 and USMLE Step 1 scores for all students at the Lake Erie College of Osteopathic Medicine (LECOM), Bradenton campus, from January 2012 until December 2016. Linear regression was used to evaluate the relationship between COMLEX-USA Level 1 and USMLE Step 1 scores. Results Overall, 2097 students took both examinations during the study period. Every one-point increase in COMLEX-USA was associated with a 0.15 point increase in USMLE Step 1 score (standard error 11.5; model R2 0.56). On average, students scored 30 percentile points lower on USMLE Step 1 than on COMLEX-USA, and 24% of students scoring <500 on COMLEX-USA Level 1 failed USMLE Step 1. Conclusions Students or programs interested in predicting performance on USMLE Step 1 from performance on COMLEX-USA Level 1 can do so with the following equation: USMLE Step 1 = 0.15 (COMLEX-USA Level 1) + 138.7.

Predicting Osteopathic Medical Student Performance on the United States Medical Licensing Examination Step 2 Clinical Knowledge From Results of the Comprehensive Osteopathic Medical Licensing Examination Level 2-Cognitive Evaluation.

Background To improve their standing in residency selection, many osteopathic medical students choose to take the United States Medical Licensing Examination (USMLE). Although scores on USMLE Step 1 and Level 1 of the Comprehensive Osteopathic Medical Licensing Examination (COMLEX-USA) are known to be highly correlated, scarce data exist on the association between COMLEX-USA Level 2-Cognitive Evaluation (CE) and USMLE Step 2 Clinical Knowledge (CK) scores. In this study, we aimed to determine the association between COMLEX-USA Level 2-CE and USMLE Step 2 CK scores and derive an equation to predict performance on USMLE Step 2 CK for applicants who have only taken COMLEX-USA. Methodology We reviewed COMLEX-USA Level 2-CE and USMLE Step 2 CK scores for all students at the Lake Erie College of Osteopathic Medicine from May 2020 to April 2021. Linear regression was used to evaluate the relationship between COMLEX-USA Level 2-CE and USMLE Step 2 CK scores. Results A total of 340 students took both COMLEX-USA Level 2-CE and USMLE Step 2 CK. There was a linear association between COMLEX-USA Level 2-CE and USMLE Step 2 CK scores such that every one-point increase in COMLEX-USA was associated with a 0.13-point increase in USMLE Step 2 CK score (standard error = 9.1; model R2 = 0.64). Conclusions Students or programs interested in predicting performance on USMLE Step 2 CK from performance on COMLEX-USA Level 2-CE can do so using the following equation: USMLE Step 2 CK = 0.13(COMLEX-USA Level 2-CE) + 163.5.

Plantar Warts: Epidemiology, Pathophysiology, and Clinical Management.

Verrucae plantaris (plantar warts) are common cutaneous lesions of the plantar aspect of the foot that are caused by the human papillomavirus (HPV). Ubiquitous in our environment, asymptomatic infection with HPV occurs frequently, with most infections controlled or cleared by cellular and humoral immune responses. However, certain populations have been observed to manifest plantar warts at higher rates compared with the general population, placing them at increased risk for wart-induced pain and complications. Plantar warts shed HPV, which can then infect other sites in the plantar region or spread to other people. Although controlling risk factors is useful in preventing infection, the pervasive nature of HPV makes these preventive measures frequently impractical. This literature review outlines the current knowledge regarding the relationship between plantar wart pathophysiology, HPV transmission, and epidemiologic characteristics. Given the high propensity for treatment resistance of plantar warts and no established, practical, and reliable method of prevention, HPV prophylaxis for populations that demonstrate high rates of plantar warts may be of benefit in controlling the spread of lesions.

The accelerated physician assistant pathway: a three-year medical school curriculum for physician assistants to obtain DO degrees.

PROBLEM: To address physician shortages, many have called for medical schools to increase their applicant pool size by broadening their selection criteria. Physician assistants (PAs) are one group that has demonstrated competency and medical knowledge. However, financial and time barriers exist to their applying to traditional four-year programs. APPROACH: The authors designed a three-year accelerated curriculum for PAs to obtain DO degrees. Over the summer, after their first year of didactic instruction, students complete two 4-week primary care clinical clerkships. The second year of didactic study is followed by additional clinical clerkships, for a total of 138 weeks of instruction-82 weeks of didactic instruction, which is identical to that of the traditional curriculum, and 56 weeks of clinical clerkships. OUTCOMES: The inaugural class of 7 students matriculated in July 2011. In the first three years, 25 students joined the program. Mean age at matriculation is 31.8 years compared with the national mean of 25 years. Mean length of clinical practice before matriculation is 5.4 years. The inaugural class completed the COMLEX-USA Level 1 exam, achieving a 100% pass rate with a mean score 96 points above the national mean. NEXT STEPS: The authors will assess students' residency placements to gauge the medical community's reaction to the accelerated curriculum. They also recommend that alternatives to the existing admission requirements be considered. This program removes many barriers to PAs returning to medical school and expands the applicant pool by adding candidates with clinical experience, helping to address primary care physician shortages.

Applying lean: implementation of a rapid triage and treatment system.

OBJECTIVE: Emergency department (ED) crowding creates issues with patient satisfaction, long wait times and leaving the ED without being seen by a doctor (LWBS). Our objective was to evaluate how applying Lean principles to develop a Rapid Triage and Treatment (RTT) system affected ED metrics in our community hospital. METHODS: Using Lean principles, we made ED process improvements that led to the RTT system. Using this system, patients undergo a rapid triage with low-acuity patients seen and treated by a physician in the triage area. No changes in staffing, physical space or hospital resources occurred during the study period. We then performed a retrospective, observational study comparing hospital electronic medical record data six months before and six months after implementation of the RTT system. RESULTS: ED census was 30,981 in the six months prior to RTT and 33,926 after. Ambulance arrivals, ED patient acuity and hospital admission rates were unchanged throughout the study periods. Mean ED length of stay was longer in the period before RTT (4.2 hours, 95% confidence interval [CI] = 4.2-4.3; standard deviation [SD] = 3.9) than after (3.6 hours, 95% CI = 3.6-3.7; SD = 3.7). Mean ED arrival to physician start time was 62.2 minutes (95% CI = 61.5-63.0; SD = 58.9) prior to RTT and 41.9 minutes (95% CI = 41.5-42.4; SD = 30.9) after. The LWBS rate for the six months prior to RTT was 4.5% (95% CI = 3.1-5.5) and 1.5% (95% CI = 0.6-1.8) after RTT initiation. CONCLUSION: Our experience shows that changes in ED processes using Lean thinking and available resources can improve efficiency. In this community hospital ED, use of an RTT system decreased patient wait times and LWBS rates.