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M.D. Program

M.D. Program

Past performance data

NBME Information

This report compares the performance of examinees from your medical school with the performance of examinees from U.S. and Canadian Medical Schools taking Step I of the United States Medical Licensing Examination (USMLE) for the first time during 2000. The block of columns to the left summarizes the performance of first-time examinees. The block of columns to the right summarizes the performance on the most recent attempt for examinees who first failed Step 1 in 2000 but repeated the exam later in the year. The minimum passing score for the 2000 Step I administrations was 179.

The enclosed graph provides information regarding the performance of first-time examinees from your school for various disciplines and organ systems. Please note that the graph is only provided if at least 20 first-time examinees from your school took Step I in 2000.

Step I test items are deliberately designed to be integrative; most items contribute to the calculation of subscores in more than one discipline. No numerical comparisons of subscores are provided because the degree of integration makes it very difficult, if not impossible, to attribute performance differences across subscores to individual courses.




Info by Subject 
The above graph provides information regarding the score distribution of first takers from your medical school relative to the distribution for all U.S./Canadian first takers in each discipline and organ system. All scores are scaled in standard score units based on the performance of U.S./Canadian first takers: the mean and standard deviation (SD) for this group are 0 and 1, respectively, for each discipline and organ system. The mean performance of U.S./Canadian first takers is represented by the vertical solid green line at 0.0. Roughly 68% of U.S./Canadian first takers scored within one SD of the mean, between -1.0 and 1.0. The distribution of performance for first takers from your school is represented by the red boxes and horizontal lines. The red box depicts the mean performance of first takers from your school. The distance from the red box to one end of the red line indicates one SD for your school. The interval spanned by each red line represents your school mean plus/minus one SD; approximately 68% of your students scored in this interval.

By comparing the locations of the red boxes, you can determine the disciplines and organ systems in which the performance of your students was relatively strong and weak. Because many of the scores are based on a relatively small number of items, differences smaller than a few tenths of an SD are not likely to be meaningful. In addition, Step 1 test items are deliberately designed to be integrative; most items contribute to the calculation of scores in more than one discipline. No numerical comparisons are given because the degree of integration makes it very difficult, if not impossible, to attribute performance differences across scores to individual courses.