Changes to Biometric Enabled Check-in Program at test centers

“Changes on June 21, 2012″

Beginning July 1, 2012, there will be changes in the retention period for biometric information obtained as part of the standard test day procedures for computer-based Step examinations at many Prometric test centers.  The changes will allow such information to be stored across USMLE Step exams.

The Biometric Enabled Check-in Program is designed to improve the security and integrity of the testing process.  For more detailed information about the Biometric Enabled Check-in Program, including the Privacy Notice for USMLE Candidates. Info about Biometric Enabled Check-In System.

Source: http://usmleworldwide.com/blog/?p=100

Documentation necessary to substantiate the Attention-Deficit/Hyperactivity Disorder must be comprehensive

Because ADHD is, by definition, first exhibited in childhood (although it may not have been formally diagnosed) and in more than one setting, objective, relevant, historical information is essential. Information verifying a chronic course of ADHD symptoms from childhood through adolescence to adulthood, such as educational transcripts, report cards, teacher comments, tutoring evaluations, job assessments and the like are necessary.

1.       The evaluator is expected to review and discuss DSM-IV diagnostic criteria for ADHD and describe the extent to which the patient meets these criteria. The report must include information about the specific symptoms exhibited and document that the patient meets criteria for long-standing history, impairment and pervasiveness.

2.       A history of the individual’s presenting symptoms must be provided, including evidence of ongoing impulsive/hyperactive or inattentive behaviors (as specified in DSM-IV) that significantly impair functioning in two or more settings.

3.       The information collected by the evaluator must consist of more than self-report. Information from third party sources is critical in the diagnosis of adult ADHD. Information gathered in the diagnostic interview and reported in the evaluation should include, but not necessarily be limited to, the following:

·         History of presenting attentional symptoms, including evidence of ongoing impulsive/hyperactive or inattentive behavior that has significantly impaired functioning over time;

·         Developmental history;

·         Family history for presence of ADHD and other educational, learning, physical or psychological difficulties deemed relevant by the examiner;

·         Relevant medical and medication history, including the absence of a medical basis for the symptoms being evaluated;

·         Relevant psychosocial history and any relevant interventions;

·         A thorough academic history of elementary, secondary and postsecondary education;

·         Review of psychoeducational test reports to determine if a pattern of strengths or weaknesses is supportive of attention or learning problems;

·         Evidence of impairment in several life settings (home, school, work, etc.) and evidence that the disorder significantly restricts one or more major life activities.

·         Relevant employment history;

·         Description of current functional limitations relative to an educational setting and toUSMLE in particular that are presumably a direct result of the described problems with attention;

·         A discussion of the differential diagnosis, including alternative or co-existing mood, behavioral, neurological and/or personality disorders that may confound the diagnosis of ADHD;

·         Exploration of possible alternative diagnoses that may mimic ADHD; and

·         Age norms where available.

Source: http://usmleworldwide.com/blog/?p=828

What is the USMLE?

USMLE is a standardized examination used to evaluate applicants’ competence for purposes of medical licensure in the United States and its territories. The USMLE is designed to assess a physician’s ability to apply knowledge, concepts, and principles, and to demonstrate fundamental patient-centered skills, that constitute the basis of safe and effective patient care. USMLE is accepted by virtually all licensing boards in the US as evidence of competence to practice medicine in the US. State medical boards rely upon successful completion of the three USMLE component exams, or “Steps,” as an important element in the process for licensing physicians. Because of the test’s importance to the public’s safety and to examinees, maintaining its fairness and integrity is a priority for the NBME.

Source: http://usmleworldwide.com/blog/?p=765

Test Accommodations – Introduction

The United States Medical Licensing Examination (USMLE) Program provides reasonable and appropriate accommodations in accordance with the Americans with Disabilities Act for individuals with documented disabilities who demonstrate a need for accommodation. Examinees are informed of the availability of test accommodations in the USMLE Bulletin of Information: Applying and Scheduling and in the Application Instructions.
The following information is provided for examinees, evaluators, medical school student affairs staff, faculty and others involved in the process of documenting a request for test accommodations. Applicants requesting test accommodations should share these guidelines with their evaluator, therapist, treating physician, etc., so that appropriate documentation can be assembled to support the request for test accommodations.
The Americans with Disabilities Act of 1990 (ADA) and accompanying regulations define a person with a disability as someone with a physical or mental impairment that substantially limits one or more major life activities such as walking, seeing, hearing, or learning. The purpose of documentation is to validate that the individual is covered under the Americans with Disabilities Act as a disabled individual.
The purpose of accommodations is to provide equal access to the USMLE testing program. Accommodations “match up” with the identified functional limitation so that the area of impairment is alleviated by an auxiliary aid or adjustment to the testing procedure. Functional limitation refers to the behavioral manifestations of the disability that impede the individual’s ability to function, i.e., what someone cannot do on a regular and continuing basis as a result of the disability. For example, a functional limitation might be impaired vision so that the individual is unable to view the examination in the standard font size. An appropriate accommodation might be text enlargement. It is essential that the documentation provide a clear explanation of the functional impairment and a rationale for the requested accommodation.
While presumably the use of accommodations in the test activity will enable the individual to better demonstrate his/her knowledge mastery, accommodations are not a guarantee of improved performance, test completion or a passing score.
Quick Links:
1. Request Test Accommodations
2. Guidelines
3. Forms
4. Settlement with Department of Justice

Source: http://usmleworldwide.com/blog/?p=852

Usmle Step 1 MCQ's

Title: Usmle Step 1
Subject: Behavioral Science

Q NO 1: A 29-year-old man presents with a dramatic flourish to his physician’s office, dressed in a “flashy” manner, and describes having brief, superficial relationships. On his way out, he asks the nurse for
a date. Which of the following might also describe the patient?
A. Allows others to make decisions for him
B. Has a restricted range ob emotion
C. Is socially withdrawn
D. Is the “life of the party”
E. Participates in criminal behavior

Explanation:
The correct answer is D. This individual has histrionic personality disorder, characterized by acting in a theatrical manner, which would include being the center of attention at a party. Such individuals are sexually provocative and have difficulty maintaining intimate relationships.
This patient would not have difficulties in self-confidence that would warrant having others make decisions for him (choice A). This describes a patient with dependent personality disorder.
Instead of being limited in expression of feelings (choice B), such as a patient with schizoid personality disorder, this patient expresses feelings openly, often in a yew superficial manner.
This patient would be the opposite of being socially withdrawn (choice C), and would be more likely to be socially gregarious and lively. A patient with avoidant personality disorder would be more likely to be socially with drawn.
While at times they make choices that reflect impulsivity, patients with histrionic personality disorder are not more likely to engage in criminal behavior (choice E). Criminal behavior would more likely be seen in those with antisocial personality disorder.

Source: http://www.usmleworldwide.blogspot.com/2012/08/usmle-step-1-mcqs.html