Energising a faculty medical education retreat with liberating structures.

摘要

Context and setting At our medical school, we experienced a downward trend in students' performance on the US Medical Licensing Examination (USMLE) Step 1. Faculty members focused on this outcome, discounted other measures of student performance, and stymied productive discussions about educational evaluation and innovation.Why the idea was necessary A major mission of our medical school is to train doctors for our state. To meet this mission, we target students from our state, where the average Medical College Admission Test (MCAT) score is below the national mean. Given the strong correlation between MCAT score and USMLE Step 1 performance, many faculty members advocated for increasing our matriculates' mean MCAT score by increasing the number of out-of-state students. This led us to believe that there was an incomplete understanding of the complexities of predicting student performance and the importance of multiple performance measures and outcomes.