Two Perspectives on the Effects of a Curriculum Change: Student Experience and the United States Medical Licensing Examination, Step 1

BACKGROUND: Students' perceptions of curricular experience and study effort were compared for a traditional and a new integrative, interdisciplinary curriculum at a single institution. United States Medical Licensing Exam (USMLE) Step 1 scores were examined for subgroup interactions. METHOD: Medical students from four cohorts completed an educational goals survey and USMLE Step 1. Analysis included subgroup performance based on admissions data. RESULTS: Students rated the new curriculum as more helpful in achieving educational goals. USMLE Step 1 was significantly higher for students in the lowest quartile of MCAT scores in the new compared with the previous curriculum. CONCLUSIONS: To understand the outcomes of a large-scale curricular intervention, interactions of curriculum and aptitude should be examined.