With the massive land grab that the NBCE is currently engaged in to force all graduates to travel to Colorado in order to get licensed after schools have already issued a diploma and deemed them competent - the profession needs to ask why Part IV is even necessary. These statements reflect the positive reception and anticipated benefits of the changes in medical and osteopathic education, emphasizing continuous, integrated and formative assessment methods that better prepare students for their professional roles.

Dr. John Prescott, Chief Academic Officer, AAMC:

"The suspension of Step 2 CS allows medical schools to take a more integrated and continuous approach to evaluating clinical skills, which aligns more closely with the real-world practice of medicine."

Dr. Karen Sanders, President, NBOME:

"By leveraging advanced simulation and OSCEs, we are able to create a more comprehensive and less stressful assessment environment for our students, enhancing both learning and evaluation."

Dr. Susan Skochelak, Former Chief Academic Officer, AMA:

"This shift encourages schools to innovate in their assessment methods, ensuring that students are competent in a variety of scenarios and settings, ultimately leading to better patient care."

Dr. Alison Whelan, Chief Medical Education Officer, AAMC:

"Integrating clinical skills assessments into existing curricula promotes a more holistic and ongoing evaluation of student competencies, which benefits both the students and their future patients."

Dr. Richard Hawkins, President and CEO, ABMS:

"Continuous assessment throughout medical education, rather than a single high-stakes exam, better prepares students for the complexities of clinical practice and lifelong learning."

Dr. Robert Cain, President and CEO, AACOM:

"Osteopathic medical schools are using this opportunity to enhance their clinical training programs, ensuring that graduates are thoroughly prepared for residency and beyond."

Dr. Darrell Kirch, Former President, AAMC:

"The move away from high-stakes exams towards more integrated evaluations allows for a more nuanced and supportive approach to assessing student progress and readiness."

Dr. Janet Cope, Director of Clinical Skills Education, NYITCOM:

"By increasing the use of OSCEs and simulation labs, we can provide students with a broader range of clinical experiences and more accurate assessments of their abilities."

Dr. Katherine Andriole, Director of Education, RSNA:

"The adoption of advanced simulation technologies in clinical skills assessments fosters a more interactive and engaging learning environment, which can improve both skills acquisition and retention."

Dr. Richard Carmona, 17th Surgeon General of the United States:

"This transition not only reduces stress and logistical burdens on students but also ensures a more consistent and thorough evaluation of their clinical competencies across different institutions."