scholarly journals A Novel Comprehensive In-Training Examination Course Can Improve Residency-Wide Scores

2012 ◽  
Vol 4 (3) ◽  
pp. 378-380 ◽  
Author(s):  
Rahul Sharma ◽  
Jeremy D. Sperling ◽  
Peter W. Greenwald ◽  
Wallace A. Carter
Keyword(s):  
New York ◽  
Emergency Medicine ◽  
National Average ◽  
Pass Rate ◽  
High Yield ◽  
Pass Rates ◽  
Written Examination ◽  
Before And After ◽  
Examination Board ◽  
First Time

Abstract Introduction The annual American Board of Emergency Medicine (ABEM) in-training examination is a tool to assess resident progress and knowledge. We implemented a course at the New York-Presbyterian Emergency Medicine Residency Program to improve ABEM scores and evaluate its effect. Previously, the examination was not emphasized and resident performance was lower than expected. Methods As an adjunct to required weekly residency conferences, an intensive 14-week in-training examination preparation program was developed that included lectures, pre-tests, high-yield study sheets, and a remediation program. We compared each residents in-training examination score to the postgraduate year-matched national mean. Scores before and after course implementation were evaluated by repeat measures regression modeling. Residency performance was evaluated by comparing residency average to the national average each year and by tracking ABEM national written examination pass rates. Results Following the course's introduction, odds of a resident scoring higher than the national average increased by 3.9 (95% CI 1.9-7.3) and percentage of residents exceeding the national average increased by 37% (95% CI 23%-52%). In the time since the course was started the overall residency mean score has outperformed the national average and the first-time ABEM written examination board pass rate has been 100%. Conclusion A multifaceted residency-wide examination curriculum focused around an intensive 14-week course was associated with marked improvement on the in-training examination.

scholarly journals The National Physical Therapist Assistant Examination's First Time Pass Rates and Their Relationship to Education Program Faculty Attributes

2011 ◽  
Author(s):  
Malorie Novak ◽  
Dawn Brown-Cross ◽  
John Echternach
Keyword(s):  
Physical Therapist ◽  
Teaching Experience ◽  
Pass Rate ◽  
Full Time ◽  
Pass Rates ◽  
Time Pass ◽  
Years Of Teaching Experience ◽  
Terminal Degree ◽  
First Time ◽  
Time Faculty

Background and Purpose. There is a paucity of published literature regarding the correlation between faculty attributes and education program pass rates on the National Physical Therapy Examination (NPTE) particularly regarding the physical therapist assistant (PTA). The purpose of this study was to 1) determine if there is a relationship between faculty attributes in PTA educational programs and program outcomes on the NPTE for Physical Therapist Assistants (NPTE-PTA) and 2) construct a prediction model for PTA program outcomes based on faculty attributes. Subjects. The 233United States’ PTA programs accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE) in 2006 were studied. Methods. Using a retrospective design, data were obtained regarding the PTA programs from the dataset of CAPTE’s PTA annual accreditation report and the Federation of State Boards of Physical Therapy’s pass rate database. Selected faculty attributes (designation of highest degree conferred, years of teaching experience, employment status, license designation [physical therapist or physical therapist assistant] and clinical specialization) were correlated to first time program pass rates. Backward deletion regression was used to predict the first time pass rate on the NPTE-PTA.Results. Based on data from 190/233 PTA programs, seven attributes had a statistically significant relationship to the outcomes on the NPTE-PTA. They were the number of: 1) full-time faculty; 2) adjunct faculty with an associate’s degree; 3) full-time faculty with a terminal degree; 4) core faculty with a terminal degree; 5) all faculty with a terminal degree 6) years of teaching experience of the full-time faculty; 7) years of teaching experience of the core faculty. Backward deletion regression analyses demonstrated an overall model of two combined predictor factors (full-time faculty years of teaching and full-time faculty terminal degree) that significantly predicted the first time pass rate on the NPTE-PTAaccounting for 6.5% of the variance. Discussion and Conclusion. Faculty attributes of the institutions providing PTAprograms are associated with first time pass rates of their graduates. This study provides a foundation for future studies by identifying some of the faculty attributes that relate to NPTE-PTA outcomes.

Writing, Elementary School

1984 ◽  
Author(s):  
Marcia Umland
Keyword(s):  
New York ◽  
Elementary School ◽  
Ice Cream ◽  
Fourth Grade ◽  
First Grade ◽  
Close Friend ◽  
Her Family ◽  
Cornell University ◽  
Before And After ◽  
First Time

I was born on October 28, 1942, in Washington, B.C., where we were living because my father was in the service. I don’t know exactly what he was doing there. We lived in Washington only six months. We moved a lot, New York, Virginia, Southern California, Nebraska—six months here, six months there. I remember Father studied at Cornell to become an entomologist, so Mother did secretarial work there. Dad was the first in his family to go to college. His father died when he was a teenager. A lot of pride revolved around his Ph.D. from Cornell University both before and after he got it. He finished school when I was in the first grade. I felt his pride in me when I gained academic and leadership recognition in college. I was not expected to do well in college. It was pleasing to surprise everyone, but most of all, my father. By the time I was in eighth grade I had been in eight schools. I remember being new all the time. I made a very poor adjustment at first up in New York. But for three years we lived in a tiny town in Virginia called Holland, where I went to second, third, and fourth grade. I was very shy. I remember the teachers. On the first day there a girl brought me an ice cream bar, and across the classroom sat an Indian boy. We eyed each other a lot. I felt an identity with him because I had been mistaken for an Indian myself. I even made a close friend, Elizabeth Ann Felton—I don’t remember whether she spelled Ann with or without an “e”—I think she became a minister. I remember going to her farm and loving her family. They seemed so stable. In Virginia I wrote a sentimental story. It was the first time a teacher paid attention to me. She told me she wanted me to read it at the PTA meeting. I was very shy, but I did it. As I began reading the paper aloud I got caught up in it and read it well.

scholarly journals Modifiable variables in physical therapy education programs associated with first-time and three-year National Physical Therapy Examination pass rates in the United States

2015 ◽  
Vol 12 ◽  
pp. 44 ◽  
Author(s):  
Chad Cook ◽  
Chalee Engelhard ◽  
Michel D. Landry ◽  
Christine McCallum
Keyword(s):  
Multivariate Analysis ◽  
Physical Therapy ◽  
The United States ◽  
Pass Rate ◽  
Physical Therapy Education ◽  
Pass Rates ◽  
Time Pass ◽  
Physical Therapy Programs ◽  
Therapy Education ◽  
First Time

Purpose: This study aimed to examine the modifiable programmatic characteristics reflected in the Commission on Accreditation in Physical Therapy Education (CAPTE) Annual Accreditation Report for all accredited programs that reported pass rates on the National Physical Therapist Examination, and to build a predictive model for first-time and three-year ultimate pass rates. Methods: This observational study analyzed programmatic information from the 185 CAPTE-accredited physical therapy programs in the United States and Puerto Rico out of a total of 193 programs that provided the first-time and three-year ultimate pass rates in 2011. Fourteen predictive variables representing student selection and composition, clinical education length and design, and general program length and design were analyzed against first-time pass rates and ultimate pass rates on the NPTE. Univariate and multivariate multinomial regression analysis for first-time pass rates and logistic regression analysis for three-year ultimate pass rates were performed. Results: The variables associated with the first-time pass rate in the multivariate analysis were the mean undergraduate grade point average (GPA) and the average age of the cohort. Multivariate analysis showed that mean undergraduate GPA was associated with the three-year ultimate pass rate. Conclusions: Mean undergraduate GPA was found to be the only modifiable predictor for both first-time and three-year pass rates among CAPTE-accredited physical therapy programs.

scholarly journals Performance of Graduation Examination of Standardized Residency Training in Zhejiang Province, China

2021 ◽  
Author(s):  
Ling Jiang ◽  
Ruoqi Li ◽  
Zhijun Xia ◽  
Xianguo Qu ◽  
Qisheng Gao
Keyword(s):  
Residency Training ◽  
Individual Characteristics ◽  
Zhejiang Province ◽  
Pass Rate ◽  
Practical Skills ◽  
Pass Rates ◽  
Graduation Examination ◽  
Written Examination ◽  
Level Of Training ◽  
The Individual

Abstract Background Standardized residency training is an important part of post-graduation medical education for medical students in China, and the graduation examination is a necessary part to test the effect of residency training and an important measure to guarantee the quality of residency training. This study analyzed the graduation examination results of standardized residency training in Zhejiang Province in 2020. Methods This study calculated the pass rates for the practical skills examination and written examination for 5555 examinees and analyzed the relationship between examinees' demographic characteristics and pass rates. Results The pass rates for practical skills examination and written examination were 91.8% and 96.5%, respectively. Gender, age, education, and type of organizations were significantly associated with the pass rates. Examinees who retook the examination were less likely to pass the practical skills examination (AOR = 0.266, 95% CI = 0.189-0.377) and the written examination (AOR = 0.043, 95% CI = 0.025-0.074) than examinees who took the examination for the first time. If an examinee did not pass the practical skills examination initially, he or she was less likely to pass the written examination (AOR = 0.172, 95% CI = 0.120-0.249) Conclusion The pass rate of graduation examination of standardized residency training was not only influenced by the individual characteristics of the examinees but also related to the level of training hospitals and lead teachers. Therefore, it is necessary to take comprehensive measures to further improve the system of standardized residency training.

scholarly journals The Relationship Between ACGME Duty Hour Requirements and Performance on the American Board of Emergency Medicine Qualifying Examination

2016 ◽  
Vol 8 (4) ◽  
pp. 558-562 ◽  
Author(s):  
Francis L. Counselman ◽  
Terry Kowalenko ◽  
Catherine A. Marco ◽  
Kevin B. Joldersma ◽  
Robert C. Korte ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Graduate Medical Education ◽  
Study Groups ◽  
Pass Rate ◽  
Pass Rates ◽  
Group A ◽  
The Mean ◽  
And Performance ◽  
The Relationship

ABSTRACT Background  In 2003, the Accreditation Council for Graduate Medical Education (ACGME) instituted requirements that limited the number of hours residents could spend on duty, and in 2011, it revised these requirements. Objective  This study explored whether the implementation of the 2003 and 2011 duty hour limits was associated with a change in emergency medicine residents' performance on the American Board of Emergency Medicine (ABEM) Qualifying Examination (QE). Methods  Beginning with the 1999 QE and ending with the 2014 QE, candidates for whom all training occurred without duty hour requirements (Group A), candidates under the first set of duty hour requirements (Group C), and candidates under the second set of duty hour requirements (Group E) were compared. Comparisons included mean scores and pass rates. Results  In Group A, 5690 candidates completed the examination, with a mean score of 82.8 and a 90.2% pass rate. In Group C, 8333 candidates had a mean score of 82.4 and a 90.5% pass rate. In Group E, there were 1269 candidates, with a mean score of 82.5 and an 89.4% pass rate. There was a small but statistically significant decrease in the mean scores (0.04, P < .001) after implementation of the first duty hour requirements, but this difference did not occur after implementation of the 2011 standards. There was no difference among pass rates for any of the study groups (χ2 = 1.68, P = .43). Conclusions  We did not identify an association between the 2003 and 2011 ACGME duty hour requirements and performance of test takers on the ABEM QE.

An Analysis of Michigan EMT Licensure Examination Results as a Predictor of Paramedic Licensure Examination Success

1996 ◽  
Vol 11 (3) ◽  
pp. 207-213 ◽  
Author(s):  
Wayne G. Snyder
Keyword(s):  
Emergency Medical Technician ◽  
Pass Rate ◽  
Average Score ◽  
Licensure Examination ◽  
Examination Score ◽  
Emergency Medical ◽  
Written Examination ◽  
First Time ◽  
The Relationship ◽  
Candidate Performance

AbstractIntroduction:Predicting paramedic candidate performance on the written Iicensure examination is of considerable importance to educators, students, employers, and state regulators. There has been little investigation of the available statistical data regarding examinee pass rate and examination score. No studies have measured an examinee's sequential success pattern on the basic emergency medical technician (EMT) or paramedic examinations. There has been no analysis of the relationship between the number of examinations required for successful paramedic Iicensure and examination score.Objective:The purpose of this study was to determine the frequency with which paramedic Iicensure examinees successfully pass the State of Michigan written examination on the first or subsequent attempts; to determine the frequency with which the paramedic examinees pass the prerequisite basic EMT Iicensure examination; to determine whether the frequency of paramedic examination attempts is related to examination score; and to determine whether there is a relationship between successfully passing the basic EMT examination and successfully passing the paramedic examination.Methods:A retrospective study of Michigan paramedic Iicensure examination results for 1994 was done on the basis of a review of reports prepared for Michigan Department of Public Health Emergency Medical Services (MDPH-EMS) by Professional Examination Services. Analysis of paramedic examination score and the number of examination attempts is correlated to EMT score and number of attempts required to pass. Success in the first or subsequent paramedic examinations is correlated to paramedic score, and success in passing the first or subsequent EMT examination is then related to success in passing the paramedic examination.Results:Paramedic examinees (n = 869) generated a 72.1% pass rate in 1994 (mean score = 82.2%). The minimum passing score is 80%. The average score for examinees who passed (n = 627) was 86.2 % (95% confidence interval [CI] = 85.8–86.6%); those who failed (n = 242) averaged 71.9% (95% CI = 71.1–72.6%). Paramedic examinees successful on the first attempt (n = 500) had higher average scores (mean = 87.1%; 95% CI = 86.7–87.5%) than did those who required multiple attempts (mean = 82.8%; 95% CI = 82.3–83.3%; n = 127).A total of 702 (90.5%) paramedic examinees passed the EMT examination on the first attempt. Examinees who passed the EMT examination the first time averaged fewer attempts on the paramedic examination (mean 1.5; 95% CI = 1.4–1.6) than did those who required multiple EMT examinations (mean 2.3; 95% CI = 2.0–2.6). Paramedic examinees passing the EMT examination in one attempt had higher average paramedic scores (82.6%; 95% CI = 82.1–83.2%) than those needing multiple EMT attempts (75.5%; 95% CI = 73.4–77.5%).Conclusion:Paramedic examinees who pass their EMT Iicensure examination on the first attempt have a significantly better chance of passing the paramedic Iicensure examination. Paramedic Iicensure examinees who pass the paramedic examination on the first attempt score significantly higher than do examinees who require additional attempts. Paramedic programs should incorporate EMT examination performance into their student selection criteria. Further study of variables predictive of success is needed.

scholarly journals Focused Board Intervention (FBI): A Remediation Program for Written Board Preparation and the Medical Knowledge Core Competency

2013 ◽  
Vol 5 (3) ◽  
pp. 464-467 ◽  
Author(s):  
Annette Visconti ◽  
Theodore Gaeta ◽  
Michael Cabezon ◽  
William Briggs ◽  
Matthew Pyle
Keyword(s):  
At Risk ◽  
Emergency Medicine ◽  
Medical Knowledge ◽  
Core Competency ◽  
Pass Rate ◽  
Control Group ◽  
Time Pass ◽  
Improved Outcomes ◽  
Low Performance ◽  
First Time

Abstract Background Residents deemed at risk for low performance on standardized examinations require focused attention and remediation. Objective To determine whether a remediation program for residents identified as at risk for failure on the Emergency Medicine (EM) Written Board Examination is associated with improved outcomes. Intervention All residents in 8 classes of an EM 1–3 program were assessed using the In-Training Examination. Residents enrolled in the Focused Board Intervention (FBI) remediation program based on an absolute score on the EM 3 examination of <70% or a score more than 1 SD below the national mean on the EM 1 or 2 examination. Individualized education plans (IEPs) were created for residents in the FBI program, combining self-study audio review lectures with short-answer examinations. The association between first-time pass rate for the American Board of Emergency Medicine (ABEM) Written Qualifying Examination (WQE) and completion of all IEPs was examined using the χ2 test. Results Of the 64 residents graduating and sitting for the ABEM examination between 2000 and 2008, 26 (41%) were eligible for the program. Of these, 10 (38%) residents were compliant and had a first-time pass rate of 100%. The control group (12 residents who matched criteria but graduated before the FBI program was in place and 4 who were enrolled but failed to complete the program) had a 44% pass rate (7 of 16), which was significantly lower (χ2  =  8.6, P  =  .003). Conclusions The probability of passing the ABEM WQE on the first attempt was improved through the completion of a structured IEP.

scholarly journals The ACGME Duty Hour Standards and Board Certification Examination Performance Trends in Surgical Specialties

2013 ◽  
Vol 5 (3) ◽  
pp. 446-457 ◽  
Author(s):  
John L. Falcone ◽  
Richard S. Feinn
Keyword(s):  
Secondary Analysis ◽  
Interrupted Time Series ◽  
Pass Rate ◽  
Pass Rates ◽  
Certification Examination ◽  
Medical Specialties ◽  
Examination Performance ◽  
Performance Trends ◽  
Before And After ◽  
Website Content

Abstract Background Duty hour limitations initiated by the Accreditation Council for Graduate Medical Education (ACGME) in 2003 could improve resident education in surgical specialties. Objective The purpose of this study was to evaluate national surgical board examination performance and its relationship to the ACGME duty hour standards. Methods In this retrospective cohort study, electronically published website content was evaluated for examination statistics for the 10 surgical boards in the American Board of Medical Specialties. To evaluate examination trends over time, we performed simple linear regression. We also performed interrupted time series analyses, using segmented logistic regression. The secondary analyses consisted of a χ2 test of passing and failing examinees before and after 2003. All statistics used α  =  .05. Results There were 8 of 10 (80%) surgical boards with examinations that met inclusion criteria and a total of 72 482 unique examination results. Of the 16 examinations evaluated (50% written, 50% oral), 13 (81%) had either significant pass rate trends on regression analyses and/or a significant pre-post pass rate surrounding the initiation of the ACGME duty hour standards in 2003 in the secondary analysis (P < .05). Conclusions There are both increasing examination pass rates and some downward trends in examination performance on surgical board examinations since the initiation of the ACGME duty hour standards in 2003. The etiology of these trends is unclear, but trends are important to know for individual examinees, residency training programs, and surgical boards.

scholarly journals A Description of Current Curricular Design Models Used In Physical Therapy Clinical Education and Their Relationship to Pass Rates on the National Physical Therapy Examination

2015 ◽  
Author(s):  
Chalee Engelhard ◽  
Christine McCallum
Keyword(s):  
Physical Therapy ◽  
Clinical Education ◽  
Driving Forces ◽  
Physical Therapist ◽  
The United States ◽  
Pass Rate ◽  
Cycle Period ◽  
Full Time ◽  
Pass Rates ◽  
First Time

Purpose. The purpose of this study was to develop descriptions and identify commonalities of current clinical education models used in physical therapy programs; then, using this information, to examine differences in first-time and ultimate pass rates among the derived formula from Commission on Accreditation in Physical Therapy Education (CAPTE) accredited programs in 2011-2013. Methods. This mixed methods study captured qualitative and quantitative data from the 204 PT programs located in the United States and Puerto Rico from 2011 to 2013. The data were coded into 11 different clinical education models which represented all programs. The models were then linked to first time and ultimate pass rates. Results. Twenty out of 204 (9.8%) PT programs reported first-time pass rates and 201/204 (98.5%) reported ultimate pass rates in the cited three-year cycle period stated in this study. The three most commonly occurring models make up 84% of all current existing models. All three frequently occurring models include both full time and clinical internship clinical experiences. Additionally, these models outperformed the national pass rate average by at least 3%. Conclusions. Our results are the first to provide an analysis of the various models in use in physical therapist education, as well as a preliminary outlook on how clinical education design is matched against a program’s pass rate on the national exam. Since pass rate is one of the few standardized, modifiable outcomes for CAPTE approved programs, it was selected as the outcome to allow comparison of clinical education models. One of the driving forces behind this study was to illustrate clearly the tremendous variety of clinical education models and a better understanding of the scope of the variances that is occurring.

Untersuchungen zur Quantifizierung der Änderung der Skelettmuskeldurchblutung nach Gefäßrevaskularisationen mit einem 99mTechnetiummarkierten Tracer

1990 ◽  
Vol 29 (05) ◽  
pp. 215-220 ◽  
Author(s):  
R. Benning ◽  
K. Nagel ◽  
M. Jugenheimer ◽  
S. Fischer ◽  
S. Worthmann ◽  
...  
Keyword(s):  
Transluminal Angioplasty ◽  
Lower Limbs ◽  
Surgical Patients ◽  
Treadmill Test ◽  
Negative Results ◽  
Clinical Observations ◽  
Before And After ◽  
Comparative Results ◽  
First Time ◽  
Percutaneous Transluminal

A new 99mTc-labelled tracer (99mTc-Sestanriibi) was used for the first time to demonstrate the perfusion of the skeletal muscle. In 16 patients with obstructive atherosclerosis of the lower limbs the change of perfusion of thigh and lower leg was studied with SPECT before and after vascular surgery (n = 11) or percutaneous transluminal angioplasty (n = 5). Comparative results of scintigraphic measurements and clinical observations (ancle-arm pressure, treadmill test) in 10 surgical patients (14 operated legs) showed correct positive or negative results in 86% (12/14).

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