Quick Poll of Step 1 vs. MSI-II grades

[golfman]

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This poll is somewhat to figure out which philosophy is better between a friend and me.

I've honored almost all (>80%) of my 1st and 2nd year classes. I think I can get a 240 on Step 1 (got a 239 on my last practice test, 3.5 weeks out, please please please 240).

I have a friend of mine who basically always blew off class and studied for boards and ended up honoring about 33% of our classes. But, his practice tests are in the 250 range right now.

Which would you prefer, a 240 with mostly honors, or a 250 with not as many honors?

I'm starting to think he may have been a little wiser, but I still feel good about what I did, just in case I don't do as well on the boards as I would hope, I still have those 1st and 2nd year grades. Who the heck knows.

 

[golfman]

Yeah this is pretty much what I figured. I guess I just didn't have the guts to not try as hard the 1st 2 years and put all of my eggs in one basket. Curse that 250.

 

[HTxFrog]

This is why its awesome to have shelf exams for finals

 

[username456789]

Yeah this is pretty much what I figured. I guess I just didn't have the guts to not try as hard the 1st 2 years and put all of my eggs in one basket. Curse that 250.

Same boat as you, man.

 

[Perrotfish]

3.5 weeks should be more than long enough for an 11 point gain, and also I don't see how you seperate studying for MS-II classes from preparing for boards.

 

[golfman]

3.5 weeks should be more than long enough for an 11 point gain, and also I don't see how you seperate studying for MS-II classes from preparing for boards.

We have instructors that have said, and I quote "We will not teach to the boards." They have let us know that there are certain things the boards want us to know that they find irrelevant (microbiology RNA + sense, etc...), and that there are many things that they want us to know that the boards doesn't care about.

Another problem is the number of PhD's we have teaching some of our courses (nothing against PhD's, of course). The problem is that many of them will teach us wayyyyyy tooooo much detail about stuff, because it is their passion and interest. For example, we had an entire hour long lecture on everything you need to know about PNH. I took away less from that lecture than I did from reading one paragraph in first aid about it.

Studying for classes at our school does help for boards a bit, but it is much more efficient to just study for boards if a good board score is your goal.

 

[Blondnuttyboy]

Personally, I'd rather have the 250. The difference between MSII scores (UNLESS IT'S BETWEEN AOA VS NO AOA) is marginal.

The difference between 240 and 250 is also somewhat marginal. So many other elements to an application.

NONETHELESS --> Step scores are where the bragging rights are at 😀

 

[Ableton]

NONETHELESS --> Step scores are where the bragging rights are at 😀

Maybe on SDN, but in the real world it's AOA. Give me the 240 with 80% honors (and a much better chance at AOA). I can't think of one thing a 250 will get you that a 240 plus a few extra things to go along with your application won't...

 

[vicinihil]

a residency at MGH for starters or any program with step 1 cutoffs

the fact that AOA is given according to various criteria at different schools makes it a variable marker of preclinical performance. Most schools are also p/f 1st and 2nd year with some non-pure p/f (honors/etc) and some non-p/f (a,b,c). Variability in grades in general makes Step 1 an easier way to determine "l33t-ness".

Of course I'm not saying I support this but I'm just trying to rationalize the truth.

 

[Ableton]

a residency at MGH for starters or any program with step 1 cutoffs

the fact that AOA is given according to various criteria at different schools makes it a variable marker of preclinical performance. Most schools are also p/f 1st and 2nd year with some non-pure p/f (honors/etc) and some non-p/f (a,b,c). Variability in grades in general makes Step 1 an easier way to determine "l33t-ness".

Of course I'm not saying I support this but I'm just trying to rationalize the truth.

Step 1 cutoffs, while they do exist, typically aren't in the 240-250 range... a competitive program will probably set their cutoff no higher than 230-240 (and even that's considered quite high). As well, at nearly every interview, you will be asked whether you are AOA or not. A simple "yes" response to that answer will instantly make you a much more favorable candidate, especially over the guy with a 250, regardless of your school's politics in selection criteria.

 

[lildave2586]

We have instructors that have said, and I quote "We will not teach to the boards." They have let us know that there are certain things the boards want us to know that they find irrelevant (microbiology RNA + sense, etc...), and that there are many things that they want us to know that the boards doesn't care about.

Another problem is the number of PhD's we have teaching some of our courses (nothing against PhD's, of course). The problem is that many of them will teach us wayyyyyy tooooo much detail about stuff, because it is their passion and interest. For example, we had an entire hour long lecture on everything you need to know about PNH. I took away less from that lecture than I did from reading one paragraph in first aid about it.

The main reason your instructors won't teach to the boards is because they have no idea what is on the test. This is a common trend in medical education. Phd's don't have to take board exams, and most of them don't care to take the time to figure out what is on the test. Another trend is for school's to send out their "experts" to teach sections of courses. We had two lectures on the complement system given by a world expert who researches at our school. What did I take away from the lecture? The only thing I learned was that this guy researches complement. When I wanted to actually learn what I needed to know, I went to my immuno book and read about it. Please please please, medical schools, don't let the experts near the medical students!!!