A CHANGE TO PASS/FAIL GRADING IN THE FIRST TWO YEARS
OF
Robert A.
Bloodgood1*, Jerry Short2, John M.
Jackson2, and James R. Martindale2. Department
of Cell Biology1 and the Office of Medical Education2
PURPOSE
This study measured the
impact of a change in grading system in the 1st two years of medical
school, from graded (A, B, C, D, F) to pass/fail (P/F), on medical students’
academic performance, attendance, residency match, satisfaction and psychological
well-being.
METHODS
The last graded class (2006)
was compared with the first P/F class (2007).
Objective data were collected on academic performance in the 1st
and 2nd year courses, the clerkships, USMLE Steps 1 and 2CK, and
residency placement. Self-report data
were collected using a web survey (which included The General Well-being
Schedule of Dupuy) administered each of the 1st four semesters of
medical school.
RESULTS
The P/F class exhibited a significant
increase in well-being during each of the first 3 semesters of medical school
relative to the graded class, greater satisfaction with the quality of their medical
education during the 1st four semesters of medical school and
greater satisfaction with their personal life during the 1st three
semesters of medical school. The graded
and pass/fail classes showed no significant differences in performance in 1st
and 2nd year courses, grades in clerkships, scores on USMLE Steps I
and 2CK, success in residency placement and attendance
at scheduled academic activities.
CONCLUSION
A change in grading from letter grades (A, B, C, D, F) to pass/fail in the first two years of medical school conferred distinct advantages to medical students, in terms of improved psychological well-being and satisfaction, without any reduction in performance in courses or clerkships, USMLE test scores, success in residency placement, or attendance.