Quick question: is averaging the Step 1 and 2 scores commonplace in radiology? I was under the impression that many programs only consider Step 1, but Step 2 CK appears to be a relatively important factor at your program.
I honestly don't know.
It's been so long since I took these exams that I can't even remember the differences in material, other than a perception that step 1 was more basic science and step 2 was more applied stuff. Because not all students take step 2 prior to application/interview decisions, I suspect that some programs rely only on step 1 as a differentiator of "book smarts" or study skills. But I know that some medical schools seem to do a better job preparing their students for step 1 outperformance. As I've mentioned, I assign a step 2 to anyone that doesn't take step 2 (previously we have added 5 points to step 1, but this year we've just assumed step 2 = step 1--this underestimates the true step 2 for most, since our average applicant scores 7 points higher on step 2 than step 1, but it seem only fair to give a minor boost to the applicants that went ahead and took step 2 instead of those who chose not to risk it). This allows me to determine a combined step 1 + step 2 score. Somewhere in my past I remember somebody saying that step 2 scores are more correlative with residency performance as compared to step 1.
Bottom line is that I don't want my residents to have any problems with standardized tests, even if they are terrible predictors of a good radiologist. It just gives me more to worry about if I have a resident who isn't a good test taker, since radiology Core exam now is another standardized test. I like to give applicants "2 cracks" at showing me that they are sufficiently good at taking tests vs. have issues taking tests.
As a differentiator between candidates, USMLE performance is a terrible metric. I know that the student who got 265/265 on step 1/step 2 isn't more likely to be a better resident than the student who got 245/245, even though the score is almost one standard deviation higher. That's why my system basically gives only a slight nudge to the 265/265 person over the 245/245 person, the degree to which is easily overcome by a better clinical clerkship record or better interview assessment. On the other hand, if we are going to rank the 225/225 student above the 265/265 student, that 225 student had better impressed me in other ways. The 205/205 student is just too much of a risk for me. The 205/245 student tells me that they can pass the standardized test not exclusively testing basic science stuff, and maybe that they've learned how to take these standardized tests. That's why I want to see step 2.
At the end of every interview with a PD/attending there is always the "do you have any questions?" There are lot of memorized questions to choose from, but are there any specific questions that are especially important or you are impressed by?
I hate this whole notion that interviewers are "grading" how good someone's questions are (though I have heard of this) and that interviewees feel like they have to have an arsenal of "good questions". I catch myself asking interviewees if they "have any questions" and I feel stupid the minute that phrase comes out of my mouth because I know they think I want them to ask a question, when the reality is that I just wanted to make sure they didn't leave that day with any unknowns. So I'm the wrong person to ask about this whole "question" charade.
What I've been trying to do recently is start the interview by saying, "At the end of our short time, I might inadvertently ask you if you have any questions--what I mean by that is simply if my presentation in the morning and your discussions today have left you with anything of importance that remains unclear--do not feel compelled to make up any questions, I am not assessing you with that query." You have to understand that as an interviewer, we know we are in charge of the flow of the interview--sometimes due to fatigue our minds hit a blank--we don't know where to go with the interview--so we blurt out "do you have any questions?--it's a crutch for us. We're really asking you to save us from this awkward place where we have 3-5 more minutes for the interview but we don't know what topic to explore next.
When you get asked that question, it's probably best to explore a topic that is truly meaningful to you and to state the question in a way that makes it clear that it is important to you. Example: you are truly interested in developing leadership skills--state that you are truly interested in developing leadership skills, so how are chief residents selected?. Example: you are truly interested in doing an international elective--state that you are truly interested in doing an international experience in your R4 year, is that possible at the program and how? Example: you are truly interested in neuroradiology--state that you are truly interested in neuroradiology, how many prior residents have done fellowships in that area, where, and are any now junior faculty at academic centers? Example: you are truly interested in further developing quality improvement skills--state that you are truly interested in further developing quality improvement skills, so is there an opportunity for residents to be involved in departmental QI projects, and have any residents done so in the past? Example: you are truly interested in organized radiology--state that you are truly interested in organized radiology, so is there a way for residents to become active in the ACR in the program. The purpose of asking a question about something of true interest to you is that you actually seem interested in the answer--I absolutely can't stand it when someone asks me a question and I get the sense the only reason they asked me the question is because they thought it would be a good question to ask. It also helps you understand if this is the right place for you--does the program inspire you to be the best version of what you want to be (see post #21).