Therefore, these numbers probably underestimate how frequently you’re making this mistake. If you’re second-guessing yourself before clicking an answer, UWorld has no way of knowing your thought process, and it won’t show up under answer changes. When reviewing answer changes, remember that UWorld can detect these errors only when you click from one answer to another. If this seems to describe you, see our post on handling test anxiety in medical school. In some cases, if the “correct to incorrect” number is unusually high, this can be one sign-often of many-that the student is struggling with test anxiety.
Instead, they should keep an eye on those “correct to incorrect” numbers under the answer changes header. In most of these cases, I find that students usually know the right answer-they just second-guess themselves. The most important category here is “correct to incorrect.” Many students tell me they get most questions down to two or three answer choices but frequently pick the wrong one. This table breaks down into three categories how students change their answers: “correct to incorrect,” “incorrect to correct,” and “incorrect to incorrect.” This needs to be addressed one way or another. Too many omitted questions indicate a major problem: either the student isn’t making it through all the questions in the allotted time or is not using UWorld properly. So, the overall score at any point in time is less important than maintaining an acceptable rate of improvement throughout a student’s dedicated study.Īlthough straightforward enough, this analysis ignores the relevance of the blue segment or the omissions. However, the red tends to decrease over time, and the green increases until the scoring display is primarily green. It usually starts with a lot of red as it’s not unusual for students to score in the 20-30% range at the beginning of their dedicated study period. The overall score (percentage correct) varies considerably over time. It also lists the exact number of questions in each category. It breaks them down into three colored segments: green for correct, red for incorrect, and blue for omitted. This chart shows me how the student performed cumulatively on all the questions completed to that point.
The first thing I check when I open a student’s performance analysis is the overall performance chart.
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