Impact of USMLE Step 1 grading changes on medical student goal orientations and learning strategies

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dc.contributor.advisorMuenks, Katherine
dc.creatorHealey, Lori
dc.creator.orcid0000-0001-5718-7521
dc.date.accessioned2022-09-03T23:59:58Z
dc.date.available2022-09-03T23:59:58Z
dc.date.created2021-05
dc.date.issued2021-05-06
dc.date.submittedMay 2021
dc.date.updated2022-09-03T23:59:59Z
dc.description.abstractThe National Board of Medical Examiners recently announced the change to a pass/fail grading structure for Step 1 of the United States Medical Licensing Exam with the intent to improve medical student psychological well-being. Medical educators have the chance to study the impact this change will have on medical student achievement goals and use of self-regulated learning strategies. This report proposes a study to examine this relationship. With the field of medicine constantly growing and changing, physicians must be able to self-regulate their learning to keep current in their fields and it is imperative that medical schools foster the skills, behavior, and attitudes of self-regulated learning in their students
dc.description.departmentEducational Psychology
dc.description.departmentDell Medical School
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/2152/115528
dc.identifier.urihttp://dx.doi.org/10.26153/tsw/42427
dc.language.isoen
dc.subjectMedical education
dc.subjectMotivation
dc.subjectAchievement goal theory
dc.subjectSelf-regulated learning
dc.titleImpact of USMLE Step 1 grading changes on medical student goal orientations and learning strategies
dc.typeThesis
dc.type.materialtext
thesis.degree.departmentEducational Psychology
thesis.degree.departmentDell Medical School
thesis.degree.disciplineEducational Psychology
thesis.degree.disciplineMedicine
thesis.degree.grantorThe University of Texas at Austin
thesis.degree.levelMasters
thesis.degree.levelDoctoral
thesis.degree.nameMaster of Education
thesis.degree.nameDoctor of Medicine

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