PURPOSE: To examine the relationship between performance on a large-scale clinical skills examination (CSE) and a high-stakes multiple-choice examination. METHOD: Two samples were used: (1) 6,372 first-taker international medical graduates (IMGs); and (2) 858 fourth-year U.S. medical students. Ninety-seven percent of IMGs and 70% of U.S. students had completed Step 2. Correlations were calculated, scatter plots produced, and regression lines estimated. RESULTS: Correlations between CSE and Step 2 ranged from .16 to .38. The observed relationship between scores confirms that CSE score information is not redundant with MCQ score information. This result was consistent across samples. CONCLUSIONS: Results suggest that the CSE assesses proficiencies distinct from those assessed by current USMLE components and therefore provides evidence justifying its inclusion in the medical licensure process.
PURPOSE: To examine the relationship between performance on a large-scale clinical skills examination (CSE) and a high-stakes multiple-choice examination. METHOD: Two samples were used: (1) 6,372 first-taker international medical graduates (IMGs); and (2) 858 fourth-year U.S. medical students. Ninety-seven percent of IMGs and 70% of U.S. students had completed Step 2. Correlations were calculated, scatter plots produced, and regression lines estimated. RESULTS: Correlations between CSE and Step 2 ranged from .16 to .38. The observed relationship between scores confirms that CSE score information is not redundant with MCQ score information. This result was consistent across samples. CONCLUSIONS: Results suggest that the CSE assesses proficiencies distinct from those assessed by current USMLE components and therefore provides evidence justifying its inclusion in the medical licensure process.