I also usually discourage students from focusing too much on percentile rank. There’s nothing wrong with these measures I just find QBank Usage more informative and comprehensive. I don’t monitor test count and percentile rank that closely. QBank Usage helps us ensure that they stay on track and lets us know when they’re falling behind. Then, we divide the desired number of questions by the number of study days to see how many questions they’ll need to do each day. UWORLD STEP 2 CK QBANK EXTENSION FULLThe QBank Usage stats found in the middle of the page help me ensure that my students are on track to complete their desired number of UWorld questions on time.Īt the beginning of a study period, I’ll talk to my students about how many UWorld questions we want to finish by test day (if they have a prolonged dedicated period, we usually shoot for two full passes through the QBank). If it doesn’t, it’s a sign that a student is either not learning content or not retaining it. However, over time, the number of newly answered questions falling into this category should decrease. If a student is randomly guessing, then this is just the most likely outcome, statistically speaking. Lastly, there’s “incorrect to incorrect.” Early on, this category often has the largest number. Next, there’s “incorrect to correct.” These are like high-density lipoproteins-the one good value in a panel of bad! This category speaks for itself, so I’ll just say that I look for it to increase at first, peak in the middle, and then level off as students improve and start to get questions correct right off the bat. That’s why I often have students tally their answer changes for themselves as they review each question block. Therefore, these numbers probably underestimate how frequently you’re making this mistake. If you’re second-guessing yourself before clicking an answer, UWorld has no way of knowing your thought process, and it won’t show up under answer changes. When reviewing answer changes, remember that UWorld can detect these errors only when you click from one answer to another. If this seems to describe you, see our post on handling test anxiety in medical school. In some cases, if the “correct to incorrect” number is unusually high, this can be one sign-often of many-that the student is struggling with test anxiety. Instead, they should keep an eye on those “correct to incorrect” numbers under the answer changes header. In most of these cases, I find that students usually know the right answer-they just second-guess themselves. The most important category here is “correct to incorrect.” Many students tell me they get most questions down to two or three answer choices but frequently pick the wrong one. This table breaks down into three categories how students change their answers: “correct to incorrect,” “incorrect to correct,” and “incorrect to incorrect.” This needs to be addressed one way or another. Too many omitted questions indicate a major problem: either the student isn’t making it through all the questions in the allotted time or is not using UWorld properly. So, the overall score at any point in time is less important than maintaining an acceptable rate of improvement throughout a student’s dedicated study.Īlthough straightforward enough, this analysis ignores the relevance of the blue segment or the omissions. However, the red tends to decrease over time, and the green increases until the scoring display is primarily green. It usually starts with a lot of red as it’s not unusual for students to score in the 20-30% range at the beginning of their dedicated study period. The overall score (percentage correct) varies considerably over time. It also lists the exact number of questions in each category. It breaks them down into three colored segments: green for correct, red for incorrect, and blue for omitted. This chart shows me how the student performed cumulatively on all the questions completed to that point. The first thing I check when I open a student’s performance analysis is the overall performance chart.
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