taking step1 right after 2nd year or after some rotations (each has dedicated study period)?

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sunshrine

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We have two options of taking step1. One is after second year. The other one after several rotations (in the middle of third year). In each case, there will be a dedicated study period. Prons of taking right after second year is that you will have material fresh and you dont need to worry about step1 during rotations, which are already hard themselves.
If you take step1 after several rotations, will clinical exposure and preparing for shelf exams help you understand some of the clinical vignettes on step1 better? Also is it possible to squeeze some time to study for step1 during rotations if you are motivated enough? The drawback of taking step1 later is that you tend to forget basic science if you dont have time to study during rotations, which are likely to drain you out.

Want to hear opinions here. Thank you!
 
No. Third year won't help. You'll be too busy to study. Take the 3-4 weeks after 2nd year and just get it done.
 
I would strongly advise taking it right after 2nd year. While there is some clinical content on Step 1, it's all in the context of basic science underpinnings of clinical material. The content on shelf exams looks similar and there may be a modicum of overlap, but in reality shelf questions are testing a different knowledge base. I think the points lost to forgetting M1/M2 content would greatly overshadow any of the points you would pick up from studying for a few shelf exams.

To illustrate the difference between shelf/step 2ck and step 1 questions, here is an example of the difference:

Shelf Question:
A 38 year old female presents to the ED complaining of chest pain and shortness of breath. The chest pain began yesterday morning and subsided after 2 hours, but returned 2 hours ago and is 7/10 in severity and now accompanied by shortness of breath. She has no known past medical history and takes no medication other than OCPs. She smokes 0.5 packs per day with occasional alcohol use. Her father had an MI at age 52 and her mother had a stent placed at age 58. On exam her vitals signs are T 37.2 P 123 RR 32 BP 143/87 O2 94% on room air. She has a 1/6 systolic mumur best heard at the lower left sternal border. Her lungs were clear to auscultation. He abdomen is soft and nontender. Her lower extremities are warm and non-tender to palpation. All distal pulses 2+ bilaterally. An EKG shows sinus tachycardia with no ST elevation or depression. ABG shows pH of 7.48 and a pCO2 of 32 with a PO2 of 64. What is the best next step in management of this patient?
a) Check troponin
b) Check CK-MB
c) Order spiral CT
d) Give 2 liters of oxygen by nasal cannula
e) Start empiric warfarin

Step 1 Question:
A 38 year old female presents to the ED complaining of chest pain and shortness of breath. The chest pain began yesterday morning and subsided after 2 hours, but returned 2 hours ago and is 7/10 in severity and now accompanied by shortness of breath. She has no known past medical history and takes no medication other than OCPs. She smokes 0.5 packs per day with occasional alcohol use. Her father had an MI at age 52 and her mother had a stent placed at age 58. On exam her vitals signs are T 37.2 P 123 RR 32 BP 143/87 O2 94% on room air. She has a 1/6 systolic mumur best heard at the lower left sternal border. Her lungs were clear to auscultation. He abdomen is soft and nontender. Her lower extremities are warm and non-tender to palpation. All distal pulses 2+ bilaterally. An EKG shows sinus tachycardia with no ST elevation or depression. A right sided pulmonary embolism is visible on CT. Which of the following best describes the mechanism of the first line treatment for this condition?
a) Competitive inhibition of epoxide reductase
b) Binds to and inhibits Factors IX and X
c) Potentiates the activity of antithrombin III
d) Increases production of thromboxane A1
e) Antagonism of endothelin 1 and potentiation of bradykinin


So, the second question does expect you to know that heparin is the initial therapy for a PE, but the question gets more at the basic science of it. The answer choices are such that even if you can't decide btw warfarin and heparin, you can reason your way to the right answer. The Shelf question expects you to recognize likely PE from the vignette (vitals, history, risk factors, no MI by EKG, ABG) and order the appropriate diagnostic text.
 
While I do think there can be some benefit to having clinical exposure prior to Step 1, I think it is better to take it right after 2nd year. Agree with @operaman 's post above.
 
I used to think that taking step 1 after clinicals might be advantageous, but now having gone through the core rotations I'm not sure. The thing is that step 1 tests strictly biomedical basic science. The questions are written such that there's some degree of clinical correlation, but the reality is that you will never discuss a lot of the material that is tested on step 1 on the wards. A good chunk of it just doesn't have any role in daily medical practice.

I would just take it right after you're done with MS2 if you have the choice. That way you get it out of the way ASAP and when most of the knowledge is relatively "fresh."
 
I used to think that taking step 1 after clinicals might be advantageous, but now having gone through the core rotations I'm not sure. The thing is that step 1 tests strictly biomedical basic science. The questions are written such that there's some degree of clinical correlation, but the reality is that you will never discuss a lot of the material that is tested on step 1 on the wards. A good chunk of it just doesn't have any role in daily medical practice.

I would just take it right after you're done with MS2 if you have the choice. That way you get it out of the way ASAP and when most of the knowledge is relatively "fresh."
It's essentially basic science concepts with clinical vignettes as window dressing. The vignettes are always classic disease presentations for a reason, bc real life medicine isn't that way. In fact, I could see someone flubbing up Step 1 bc of clinical rotations where things aren't so direct, and "classic" presentation of disease, but more a ruling in/ruling out in the differential diagnosis game. At least in the first 2 years, all you know are classic presentations and symptoms ---> disease, and thus easier to compartmentalize.
 
I would strongly advise taking it right after 2nd year. While there is some clinical content on Step 1, it's all in the context of basic science underpinnings of clinical material. The content on shelf exams looks similar and there may be a modicum of overlap, but in reality shelf questions are testing a different knowledge base. I think the points lost to forgetting M1/M2 content would greatly overshadow any of the points you would pick up from studying for a few shelf exams.

To illustrate the difference between shelf/step 2ck and step 1 questions, here is an example of the difference:

Shelf Question:
A 38 year old female presents to the ED complaining of chest pain and shortness of breath. The chest pain began yesterday morning and subsided after 2 hours, but returned 2 hours ago and is 7/10 in severity and now accompanied by shortness of breath. She has no known past medical history and takes no medication other than OCPs. She smokes 0.5 packs per day with occasional alcohol use. Her father had an MI at age 52 and her mother had a stent placed at age 58. On exam her vitals signs are T 37.2 P 123 RR 32 BP 143/87 O2 94% on room air. She has a 1/6 systolic mumur best heard at the lower left sternal border. Her lungs were clear to auscultation. He abdomen is soft and nontender. Her lower extremities are warm and non-tender to palpation. All distal pulses 2+ bilaterally. An EKG shows sinus tachycardia with no ST elevation or depression. ABG shows pH of 7.48 and a pCO2 of 32 with a PO2 of 64. What is the best next step in management of this patient?
a) Check troponin
b) Check CK-MB
c) Order spiral CT
d) Give 2 liters of oxygen by nasal cannula
e) Start empiric warfarin

Step 1 Question:
A 38 year old female presents to the ED complaining of chest pain and shortness of breath. The chest pain began yesterday morning and subsided after 2 hours, but returned 2 hours ago and is 7/10 in severity and now accompanied by shortness of breath. She has no known past medical history and takes no medication other than OCPs. She smokes 0.5 packs per day with occasional alcohol use. Her father had an MI at age 52 and her mother had a stent placed at age 58. On exam her vitals signs are T 37.2 P 123 RR 32 BP 143/87 O2 94% on room air. She has a 1/6 systolic mumur best heard at the lower left sternal border. Her lungs were clear to auscultation. He abdomen is soft and nontender. Her lower extremities are warm and non-tender to palpation. All distal pulses 2+ bilaterally. An EKG shows sinus tachycardia with no ST elevation or depression. A right sided pulmonary embolism is visible on CT. Which of the following best describes the mechanism of the first line treatment for this condition?
a) Competitive inhibition of epoxide reductase
b) Binds to and inhibits Factors IX and X
c) Potentiates the activity of antithrombin III
d) Increases production of thromboxane A1
e) Antagonism of endothelin 1 and potentiation of bradykinin


So, the second question does expect you to know that heparin is the initial therapy for a PE, but the question gets more at the basic science of it. The answer choices are such that even if you can't decide btw warfarin and heparin, you can reason your way to the right answer. The Shelf question expects you to recognize likely PE from the vignette (vitals, history, risk factors, no MI by EKG, ABG) and order the appropriate diagnostic text.
Seriously, it's no wonder you only needed 2 weeks for Step 1. You can come up with clinical vignettes at the tip of a hat. You should seriously write for the NBME.
 
Seriously, it's no wonder you only needed 2 weeks for Step 1. You can come up with clinical vignettes at the tip of a hat. You should seriously write for the NBME.

I put together a talk on how to do this and how I used writing questions as a study strategy. I keep toying with the idea of making a video of it and putting it on youtube or something. Writing questions really does help (or at least helps me) with test strategy by being able to decode an otherwise challenging stem or picking the correct answer from a list of all seemingly correct choices. It's hard to explain succinctly, but it helps de-mystify things when you've had to write some yourself. It changed the way I read questions and how I think about them strategically when trying to decide between a few good answers. With class exams, it got to the point I would usually be able to write out the majority of our class exam questions almost verbatim prior to the exam.

I've got a research block coming up so I may just take the time and record/upload that talk.
 
the thing about basic sciences is that, outside of a few subjects, no one gives a **** about it. Even then, the stuff you are expected to know in the **** that matters is all superficial.
 
I put together a talk on how to do this and how I used writing questions as a study strategy. I keep toying with the idea of making a video of it and putting it on youtube or something. Writing questions really does help (or at least helps me) with test strategy by being able to decode an otherwise challenging stem or picking the correct answer from a list of all seemingly correct choices. It's hard to explain succinctly, but it helps de-mystify things when you've had to write some yourself. It changed the way I read questions and how I think about them strategically when trying to decide between a few good answers. With class exams, it got to the point I would usually be able to write out the majority of our class exam questions almost verbatim prior to the exam.

I've got a research block coming up so I may just take the time and record/upload that talk.

Aww man, please do when you get the time. You will become a legend.
 
Seriously, it's no wonder you only needed 2 weeks for Step 1. You can come up with clinical vignettes at the tip of a hat. You should seriously write for the NBME.

This is one of the reason I think med school is a bunch of bull. As soon as you hear "African American woman," you don't even need to read the rest of the question before picking sarcoidosis.

I don't feel like I'm learning anything so much as I am just storing a bunch of classic disease presentations.
 
This is one of the reason I think med school is a bunch of bull. As soon as you hear "African American woman," you don't even need to read the rest of the question before picking sarcoidosis.

I don't feel like I'm learning anything so much as I am just storing a bunch of classic disease presentations.
Yes, but on the real thing you should read the question. The test writers know people go off buzzwords. Not to mention they likely won't ask the disease and even reveal it in the stem, but ask something else about it.
 
This is one of the reason I think med school is a bunch of bull. As soon as you hear "African American woman," you don't even need to read the rest of the question before picking sarcoidosis.

I don't feel like I'm learning anything so much as I am just storing a bunch of classic disease presentations.

That doesn't happen much anymore on the real exam, but prep materials haven't quite caught up to that yet. Test writers know we know the buzzwords, so they have started to move away from using them.

None of the African American women on my exam had sarcoid, FWIW.
 
That doesn't happen much anymore on the real exam, but prep materials haven't quite caught up to that yet. Test writers know we know the buzzwords, so they have started to move away from using them.

None of the African American women on my exam had sarcoid, FWIW.
Yup. Even Crohn's Disease is a "buzzword". It's actually regional enteritis. I swear it was annoying to actually have to go back and know what buzzwords actually mean (i.e. currant jelly sputum)
 
That doesn't happen much anymore on the real exam, but prep materials haven't quite caught up to that yet. Test writers know we know the buzzwords, so they have started to move away from using them.

None of the African American women on my exam had sarcoid, FWIW.

I had classic sarc with an AA woman. I read AA woman, thought sarc and it ended up being that.

Then again, I also had sickle cell in a caucasian and kawasaki's in 20-something year old.
 
I have a question about this then... Some of the schools I interviewed at bragged about allowing their students take Step 1 after doing rotations... They would give numbers saying things like Step 1 averages when students were taking Step 1 after pre-clinicals were something like a 235, but when Step 1 was put after the major clinical year, it rose to something like 240... They said it had something to do with the exam being more clinical these days.

So if rotations don't really help, then what would explain the slight increase in Step 1 averages?
 
I have a question about this then... Some of the schools I interviewed at bragged about allowing their students take Step 1 after doing rotations... They would give numbers saying things like Step 1 averages when students were taking Step 1 after pre-clinicals were something like a 235, but when Step 1 was put after the major clinical year, it rose to something like 240... They said it had something to do with the exam being more clinical these days.

So if rotations don't really help, then what would explain the slight increase in Step 1 averages?
Likely better resources and just more time to integrate the information with clinicals that results in remembering it better. I would say the only thing clinical rotations might help with, with respect to Step 1 is seeing things as clinical vignettes. Of course if your medical school is nice enough to write their questions as clinical vignettes, use NBME shelf exams, then I think this benefit is negated.

Baylor College of Medicine - has a 1.5 year preclinical curriculum, organ systems integrated throughout, whose curriculum takes into account Step 1 topics, and they get a ridiculous amount of time to study for Step 1 which they take after finishing a year of clinical curriculum, and they have about a 240 Step 1 average.
 
I took step 1 about 2 months ago and it's amazing how much stuff I don't remember. I don't how you would do it after clinical years
 
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