PURPOSE This study aimed to identify factors that have been studied for their associations with National Licensing Examination (ENAM) scores in Peru. METHODS A search was conducted of literature databases and registers, including EMBASE, SciELO, Web of Science, MEDLINE, Peru’s National Register of Research Work, and Google Scholar. The following key terms were used: “ENAM” and “associated factors.” Studies in English and Spanish were included. The quality of the included studies was evaluated using the Medical Education Research Study Quality Instrument (MERSQI). RESULTS In total, 38,500 participants were enrolled in 12 studies. Most (11/12) studies were cross-sectional, except for one case-control study. Three studies were published in peer-reviewed journals. The mean MERSQI was 10.33. A better performance on the ENAM was associated with a higher-grade point average (GPA) (n=8), internship setting in EsSalud (n=4), and regular academic status (n=3). Other factors showed associations in various studies, such as medical school, internship setting, age, gender, socioeconomic status, simulations test, study resources, preparation time, learning styles, study techniques, test-anxiety, and self-regulated learning strategies. CONCLUSION The ENAM is a multifactorial phenomenon; our model gives students a locus of control on what they can do to improve their score (i.e., implement self-regulated learning strategies) and faculty, health policymakers, and managers a framework to improve the ENAM score (i.e., design remediation programs to improve GPA and integrate anxiety-management courses into the curriculum).

中文翻译：

---

与秘鲁国家执照考试中医学生分数相关的因素：系统评价

目的 本研究旨在确定已研究的与秘鲁国家执照考试 (ENAM) 分数相关的因素。方法 对文献数据库和注册进行了搜索，包括 EMBASE、SciELO、Web of Science、MEDLINE、秘鲁国家研究工作注册和 Google Scholar。使用了以下关键术语：“ENAM”和“相关因素”。包括英语和西班牙语的研究。使用医学教育研究质量工具 (MERSQI) 评估纳入研究的质量。结果 共有 38,500 名参与者参加了 12 项研究。除一项病例对照研究外，大多数 (11/12) 研究都是横断面研究。三项研究发表在同行评审的期刊上。平均 MERSQI 为 10.33。ENAM 的更好表现与更高的平均成绩 (GPA) (n=8)、EsSalud 的实习环境 (n=4) 和正常的学术地位 (n=3) 有关。其他因素在各种研究中显示出关联，例如医学院、实习环境、年龄、性别、社会经济地位、模拟测试、学习资源、准备时间、学习方式、学习技巧、考试焦虑和自我调节学习策略。结论 ENAM 是一种多因素现象；我们的模型为学生提供了一个控制点，让他们可以做些什么来提高他们的分数（即实施自我调节的学习策略），并为教师、卫生政策制定者和管理人员提供一个提高 ENAM 分数的框架（即设计补救计划以提高GPA 并将焦虑管理课程整合到课程中）。