Medical Council Step exam for International Medical Graduates / ECFMG Certification USMLE Step 2 CK: Patient Safety, Communication & Foundations of Practice Flashcards

24 sample cards from the USMLE Step 2 CK: Patient Safety, Communication & Foundations of Practice deck

Sampled from the end of the deck, so these are different cards from the ones shown on the syllabus page.

1. Define shared decision-making and name a situation where it is most appropriate.

   Shared decision-making is a collaborative process where clinician and patient make decisions together using the best evidence and the patient's values/preferences. It is most appropriate for 'preference-sensitive' decisions with multiple reasonable options and significant tradeoffs (e.g., prostate cancer screening or treatment choices).

2. What is the recommended best practice for using a medical interpreter?

   Use a trained professional (in-person or telephonic) interpreter, not family members or minors. Speak directly to the patient in the first person and in short segments, maintain eye contact with the patient, and avoid jargon. This preserves accuracy, confidentiality, and reduces errors.

3. What is the LEARN model for culturally competent cross-cultural encounters?

   Listen to the patient's perspective, Explain your own perspective, Acknowledge differences and similarities, Recommend a plan, and Negotiate agreement. It promotes mutual understanding and adherence across cultural differences.

4. What is 'cultural humility' and how does it differ from 'cultural competence'?

   Cultural competence frames culture as a body of knowledge to master. Cultural humility is a lifelong commitment to self-reflection, recognizing the limits of one's knowledge, addressing power imbalances, and learning from each patient as the expert on their own life and culture.

5. What are the characteristics of effective 'closed-loop communication' in a clinical team?

   The sender gives a message/order, the receiver acknowledges and reads back/repeats it, and the sender confirms the read-back is correct. This verification loop ensures the message was received and understood, reducing errors, especially during resuscitations and verbal orders.

6. What is the purpose of a TeamSTEPPS 'CUS' or two-challenge rule in team communication?

   CUS words ('I am Concerned, I am Uncomfortable, this is a Safety issue') escalate a concern. The two-challenge rule empowers any team member to voice a concern at least twice and, if ignored, escalate further—overcoming hierarchy to prevent harm (assertive 'stop the line' culture).

7. Define the absolute risk reduction (ARR) and the number needed to treat (NNT).

   ARR = (event rate in control group) − (event rate in treatment group). NNT = 1 / ARR. NNT is the number of patients who must be treated to prevent one additional bad outcome; a lower NNT indicates a more effective treatment.

8. What is relative risk (RR) versus odds ratio (OR), and which study designs use each?

   RR = (risk in exposed) / (risk in unexposed); used in cohort studies and RCTs. OR = (odds in cases) / (odds in controls); used in case-control studies (where incidence/risk cannot be directly calculated). OR approximates RR when the outcome is rare.

9. What is the hierarchy of evidence from strongest to weakest in evidence-based medicine?

   From strongest: systematic reviews/meta-analyses of RCTs > individual RCTs > cohort studies > case-control studies > case series/case reports > expert opinion/animal/bench research.

10. Differentiate Type I error, Type II error, and statistical power.

    Type I error (alpha): rejecting a true null hypothesis (false positive), conventionally set at 0.05. Type II error (beta): failing to reject a false null hypothesis (false negative). Power = 1 − beta: the probability of detecting a true effect; increased by larger sample size and effect size.

11. What does a 95% confidence interval indicate about statistical significance for a ratio (RR/OR) and a difference?

    For ratios (RR/OR), the result is statistically significant if the 95% CI does NOT include 1.0. For a difference between means/proportions, it is significant if the CI does NOT include 0. A narrower CI reflects greater precision.

12. Define sensitivity and specificity, and what each is used to rule in/out.

    Sensitivity = TP / (TP + FN): ability to correctly identify those WITH disease; a highly Sensitive test, when Negative, rules OUT disease (SnNout). Specificity = TN / (TN + FP): ability to correctly identify those WITHOUT disease; a highly Specific test, when Positive, rules IN disease (SpPin).

13. Define positive predictive value (PPV) and negative predictive value (NPV), and how disease prevalence affects them.

    PPV = TP / (TP + FP): probability that a positive test indicates true disease. NPV = TN / (TN + FN): probability that a negative test indicates true absence. PPV increases and NPV decreases as prevalence (pretest probability) increases; sensitivity/specificity are independent of prevalence.

14. What are the likelihood ratios (LR+ and LR−), and what values indicate a strong test?

    LR+ = sensitivity / (1 − specificity); LR− = (1 − sensitivity) / specificity. LR+ > 10 strongly increases post-test probability; LR− < 0.1 strongly decreases it. LRs are independent of prevalence and used with pretest odds to compute post-test odds.

15. What is 'pretest probability' and how does Bayes' theorem relate it to post-test probability?

    Pretest probability is the estimated likelihood of disease before testing (based on prevalence and clinical findings). Per Bayesian reasoning, the test result modifies this: post-test odds = pretest odds × likelihood ratio. The same test result has very different meaning at high vs low pretest probability.

16. What is the 'test threshold' and 'treatment threshold' concept in diagnostic reasoning?

    Below the test threshold, pretest probability is so low that testing isn't warranted (don't test, don't treat). Above the treatment threshold, probability is high enough to treat without further testing. Testing is most useful when pretest probability falls between the two thresholds, where a result will change management.

17. What is the difference between lead-time bias and length-time bias in screening?

    Lead-time bias: screening detects disease earlier, so survival time appears longer though death is not actually delayed. Length-time bias: screening preferentially detects slow-growing, less aggressive disease (which is present/detectable longer), falsely making screening appear to improve outcomes.

18. Define the levels of disease prevention: primary, secondary, tertiary, and quaternary.

    Primary: prevent disease before it occurs (vaccines, smoking cessation). Secondary: detect and treat early/asymptomatic disease (screening like mammography, Pap smear). Tertiary: reduce complications/disability in established disease (cardiac rehab, diabetic foot care). Quaternary: protect patients from unnecessary/overmedicalized interventions.

19. What criteria (Wilson-Jungner) should a condition and test meet to justify population screening?

    The condition should be an important health problem with a recognizable latent/early stage and known natural history; a suitable, acceptable, safe test should exist; effective accepted treatment must be available; facilities for diagnosis/treatment available; and the cost should be balanced against benefit. Screening should be a continuous process.

20. What do the USPSTF grades A, B, C, D, and I recommend in clinical practice?

    Grade A: recommend (high certainty of substantial benefit). Grade B: recommend (moderate net benefit). Grade C: offer selectively based on individual circumstances (small net benefit). Grade D: recommend against (no benefit or harms outweigh). Grade I: insufficient evidence to assess.

21. What is the difference between efficacy and effectiveness of an intervention?

    Efficacy is how well an intervention works under ideal, controlled conditions (e.g., in an RCT). Effectiveness is how well it works in real-world, routine clinical practice with typical patients and adherence. Effectiveness is usually lower than efficacy.

22. What factors must be considered when applying a clinical practice guideline to an individual patient?

    Whether the patient resembles the guideline's study population, the patient's comorbidities and competing risks, life expectancy and time-to-benefit, the patient's values/preferences and goals of care, and resource/feasibility constraints. Guidelines inform but do not replace individualized clinical judgment.

23. What is the distinction between internal validity and external validity (generalizability) of a study?

    Internal validity is the degree to which a study's results are correct/free of bias and confounding for the population studied (did the intervention truly cause the effect?). External validity (generalizability) is the extent to which the results apply to other populations and settings beyond the study sample.

24. What is intention-to-treat (ITT) analysis and why is it preferred in RCTs?

    ITT analyzes participants in the groups to which they were originally randomized, regardless of adherence, crossover, or dropout. It preserves the benefits of randomization (balanced confounders), avoids attrition/selection bias, and provides a conservative, real-world estimate of treatment effect.

What this deck covers

USMLE Step 2 CK: Patient Safety, Communication & Foundations of Practice flashcards FAQ