Publication: Factors influencing the National License Examination step 1 score in preclinical medical students
Issued Date
2019-01-01
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ISSN
15221229
10434046
10434046
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2-s2.0-85068993609
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Mahidol University
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SCOPUS
Bibliographic Citation
Advances in Physiology Education. Vol.43, No.3 (2019), 306-316
Suggested Citation
Pongtawat Lertwilaiwittaya, Chantacha Sitticharoon, Pailin Maikaew, Issarawan Keadkraichaiwat Factors influencing the National License Examination step 1 score in preclinical medical students. Advances in Physiology Education. Vol.43, No.3 (2019), 306-316. doi:10.1152/ADVAN.00197.2018 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/50315
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Factors influencing the National License Examination step 1 score in preclinical medical students
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Abstract
© 2019 The American Physiological Society. Lertwilaiwittaya P, Sitticharoon C, Maikaew P, Keadkraichaiwat I. Factors influencing the National License Examination step 1 score in preclinical medical students. Adv Physiol Educ 43: 306-316, 2019; doi:10.1152/advan.00197.2018.-The National License Examination step 1 (NLE1), which tests basic medical sciences knowledge in Thailand, is considered to be tough and stressful for medical students due to the large amount of content. This study aimed to determine factors influencing the NLE1 score (NLE1S). The NLE1S, academic achievement, and class attendance were obtained officially. Other factors, including study habits, were obtained via a questionnaire, with 81.97% (241/294) being returned. Students were divided into four groups according to the central passing score and Z-score of the NLE1S, including the fail (<52%; n = 13), low-pass (52 to <70%; n = 121), high-pass (70 to <80%; n = 89), and excellent (<80%; n = 18) groups. Men had higher NLE1S (P < 0.001) and comprehensive examination scores (P < 0.001) than women. Students with high motivation to study medicine had higher NLE1S. Daily preparation time (h/day) was lower, but stress was higher, in the fail group. In the excellent group, internet for academic use and achievement of study targets were higher; internet for nonacademic use, instance of absence, and stress were lower; and check-in time was earlier. The NLE1S had strong positive correlations with the comprehensive examination score and academic achievement during preclinical studies. By setting the NLE1S as a dependent variable in multivariate regression analyses, models of significant interactions were observed by setting behavioral factors, the comprehensive examination score, and academic achievement during a regular class as independent variables. Thus exhibiting good study habits and showing good academic performance throughout preclinical studies should be encouraged among students to achieve a good NLE1S.