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Great shape with a remainder mark. McGraw-Hill Education, Very Good. Disclaimer:A copy that has been read, but remains in excellent condition. Pages are intact and are not marred by notes or highlighting, but may contain a neat previous owner name. The spine remains undamaged. Dust jacket quality is not guaranteed.

Disclaimer:A copy that has been read, but remains in clean condition. All pages are intact, and the cover is intact. The spine may show signs of wear. Pages can include limited notes and highlighting, and the copy can include previous owner inscriptions. McGraw-Hill Medical. Used - Good. Former Library book. Shows some signs of wear, and may have some markings on the inside.

McGraw-Hill Medical, This small, easy-to-carry-book, checklist format is perfect for self-testing for partner quizzing on the elements that will be tested on the USMLE Step 2 CS. Each case starts out with a scenario, then provides a checklist for every item the student should consider regarding the patient history, physical examination, differential diagnosis and follow up.

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General information2. Components of a complete health history3.

Components of a complete physical examination4. Complete write-up5. Bookseller: BookVistas , India Seller rating:. Tool Sets Bathroom Accessory Sets. Close to Ceiling Lights Pendant Lights. Body Lotions Face Creams. Tents Accessories Lights Camping Bed. Billiard Fishing Toss Games. Business Writing Skills. Graphic Novels Comic Strips.

Rapid Review USMLE Step 2 - PDF Free Download

My Wishlist. Know about stores. Products of this store will be shipped directly from the US to your country. Products of this store will be shipped directly from the UK to your country. Products of this store will be shipped directly from China to your country. Products of this store will be shipped directly from Japan to your country. Cureus 11 3 : e Board examinations in undergraduate medical education are imperative for competency assessment and a standard licensure process.

While the cost of attendance and mean indebtedness of medical students have been quantified, the financial burden experienced by medical students from board preparation and examination has never been quantified. If a price was not found, a current Amazon. These prices best approximate the maximum a student would spend per resource. Additionally, non-traditional medical students, those who matriculated after the age of 30 were found to spend more than individuals who began when they were under the age of 25 or between the ages of As competitiveness for graduate medical education increases, individuals will spend more money to ensure a competitive board exam performance, a key selection factor.

With every passing year, medical student debt increases [1]. A majority of medical students take out loans to pay for medical school tuition and fees, learning materials, and housing and boarding, among other expenses. Debt levels are likely to increase given that tuition costs are anticipated to rapidly increase at public medical schools [3]. Although medical student debt has been quantified, there has been scant research isolating the financial cost of board exam preparation that medical students incur during medical school. With a single accreditation system for graduate medical education almost implemented, more osteopathic medical students may take the USMLE.

This has consequently heightened the focus on board examination performance. With an increased emphasis to perform competitively on board examinations, medical students often purchase a wide array of resources. Resources come in many forms such as bundled preparation programs, review books, question banks, flashcards, videos, and other formats.


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The objective of this study was to quantify costs associated with board examination and preparation incurred by osteopathic medical students in the United States. Each SGA President then distributed the survey to their respective student bodies. The survey was administered over a two-week period from February 8, to February 21, In total, 38 osteopathic medical schools and campuses chose to distribute the survey. As a result, the survey was distributed to a total of 6, fourth-year osteopathic medical students, out of which osteopathic medical students responded, yielding a 4.

The survey was utilized to obtain representation from the many backgrounds of osteopathic medical students and capture their different perspectives on board examination and preparation. The survey can be found in Appendix A.

CS Checklists: Portable Review for the USMLE Step 2 Cs, Second Edition

Qualtrics software Provo, UT: Qualtrics Inc was utilized to administer the survey, and the settings ensured no IP addresses were collected to guard anonymity. Respondents were given two weeks to participate in the study. These variables were the focus of this study as previous research has found differences in board examinations scores between races, genders, and traditional versus nontraditional students []. Participants were also asked to indicate their current year in medical school.

While an overall cost of board preparation and examination was calculated, this was separated to appreciate the individual cost of 1 board preparation and 2 examination. With the nature of categorical independent variables e. Otherwise, Bonferroni post hoc comparisons were utilized. Chi-square test was used to interpret categorical data. Respondent demographics can be seen in Figure 2. This illustration provides a simplistic understanding of when osteopathic medical students take board examinations and the average cost of taking examinations, average cost of board preparation, and the average total cost of both taking and preparing for board examinations.

The cost of taking and preparing for board examinations did not result in much a variation when categories of race were compared. Categorizing respondents by age at the time of matriculation showcased an increasing trend of average cost of board examination and preparation with age.

While the focus was to appreciate the cost of board examination and preparation, a few resources were found to be more frequently chosen by the respondents in their preparation.

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The five most commonly bought resources for each set of exams are depicted in Figure 4. Percentage of resource frequency is listed in white within each column. Medical student debt, commonly calculated as the total amount of debt accrued by graduating medical students, continues to garner warranted attention in the literature. While the debt continues to rise faster than the rate of inflation, many speculate if this rate is sustainable [9,13].

This issue justifies questioning when increasing debt levels will deter potential applicants []. Although undergraduate medical education curricula are designed to fully prepare medical students for graduate medical education, students must simultaneously engage in self-directed study for board examinations. To deem a medical student a competitive applicant for a particular residency position, board performance is considered, if not the most, one of the most important qualifying factors [16].

For medical students, the major focus becomes competitive performance on board examinations, leading to substantial monies invested in board preparation material. The cost of board preparation directly affect the expenditures required to complete medical school. Thus far, there has been limited research on the cost of preparation for board examinations. The cost of board preparation and testing affects the cost of attending medical school and in this study is equivalent to 2. This result is in concordance with the current literature.

However, it should be noted that medical student debt reflects many costs incurred by the medical student. Even so, the cost of board preparation and examination are required costs of attending medical school. Consequently, the high cost of medical education has been ranked highly by underrepresented minorities as the primary obstacle to pursuing a medical degree [14,].


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  6. Admittedly, one can speculate that osteopathic medical students spend more than allopathic medical students on board preparation since the latter are eligible for only one type of board examination USMLE. However, a similar research study design could approximate the costs of board preparation incurred by allopathic medical students.