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 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.

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.

Predictive Value of GRE Scores and First-Time Pass Rate on the NBCOT® Exam at a Hispanic-Serving Institution

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512500065p1-7512500065p1
Author(s):  
Don M. Bradley ◽  
John Luna ◽  
Roel Garcia
Keyword(s):  
Binary Logistic Regression ◽  
Pass Rate ◽  
Time Pass ◽  
Verbal Reasoning ◽  
National Board ◽  
Hispanic Serving Institution ◽  
Hispanic Serving ◽  
First Time ◽  
Admissions Process ◽  
Primary Author

Abstract Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. This presentation provides OT practitioners working in the academic setting with an overview of the admissions process used by an OT program and the importance of criteria for admissions, primarily the Verbal Reasoning section of the Graduate Record Examinations (GRE). A binary logistic regression was used to analyze the data to determine whether the GRE was a significant predictor of a first-time pass rate on the National Board for Certification in Occupational Therapy (NBCOT) exam. The results were significant (p < .00) for the Verbal Reasoning section. Primary Author and Speaker: Don M. Bradley Additional Authors and Speakers: John Luna Contributing Authors: Roel Garcia

scholarly journals Correlating Transfusion Medicine In-Service Examination Scores With Outcomes of the American Board of Pathology Transfusion Medicine Subspecialty Certifying Examination

2019 ◽  
Author(s):  
Alexis R Peedin ◽  
Jonathan R Genzen ◽  
Julie K Karp
Keyword(s):  
Pass Rate ◽  
Transfusion Medicine ◽  
Time Pass ◽  
Fellowship Programs ◽  
Certifying Examination ◽  
First Time ◽  
The Relationship

Abstract Objectives The Transfusion Medicine In-Service Examination (TMISE) is offered twice a year to transfusion medicine (TM) fellows. We examined the relationship between TMISE scores and outcomes of the American Board of Pathology (ABP) TM subspecialty certifying examination (TM boards). Methods TM fellowship programs were contacted to provide anonymous data about TM fellows, their scores on TMISE, and outcome of TM boards. Results Of 48 TM fellowship programs contacted, 24 (50%) responded with data for 170 fellows. Average TMISE score of fellows who passed their first TM boards attempt was 71.3, while the average TMISE score of fellows who failed their first TM boards attempt was 64.3 (P = .009). Conclusions TMISE scores correlated with passing TM boards on the first attempt. Fellows who took the TM boards the same year that they graduated from TM fellowship had a significantly higher first-time pass rate than fellows who delayed taking TM boards.

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.

Nursing Faculty Coaches: Uncovering a Hidden Resource for NCLEX-RN Success

2018 ◽  
Vol 24 (4) ◽  
pp. 225-230
Author(s):  
Michele M. McKelvey ◽  
Kerri M. Langevin ◽  
Leona Konieczyny ◽  
Jill M. Espelin ◽  
Nancy Peer ◽  
...  
Keyword(s):  
At Risk ◽  
Nursing Students ◽  
Nursing Faculty ◽  
Pass Rate ◽  
Standardized Assessments ◽  
National Council ◽  
National Council Licensure Examination ◽  
National Norms ◽  
First Time ◽  
Students Success

This article presents a nursing faculty department’s strategy to empower nursing students identified as being at risk for not passing the National Council Licensure Examination for Registered Nurses (NCLEX-RN) on the first attempt while significantly increasing the nursing program’s overall first-time NCLEX-RN pass rate. These students were identified as being at risk because of their low scores on standardized assessments with national norms predicting the likelihood of passing the NCLEX on the first attempt. This account details the NCLEX-RN Coaching Partnership as an exemplar to support nursing students’ success through caring relationships with nursing faculty. Faculty coaches offered support, fostered confidence, and maintained accountability with the identified nursing students. The students provided positive feedback regarding the NCLEX-RN Coaching Partnership and ultimately attributed their passing to the coaching relationships. Seven of the eight identified students passed the examination on the first attempt; the overall program’s first-time NCLEX-RN pass rate increased significantly from 78% to 90%.

scholarly journals CREOG In-Training Examination Results: Contemporary Use to Predict ABOG Written Examination Outcomes

2016 ◽  
Vol 8 (3) ◽  
pp. 353-357 ◽  
Author(s):  
Brandon M. Lingenfelter ◽  
Xuezhi Jiang ◽  
Peter F. Schnatz ◽  
David M. O'Sullivan ◽  
Shahab S. Minassian ◽  
...  
Keyword(s):  
At Risk ◽  
Medical Knowledge ◽  
Formative Assessments ◽  
Pass Rate ◽  
Obstetrics And Gynecology ◽  
Successful Performance ◽  
Board Examination ◽  
Written Examination ◽  
Threshold Score ◽  
Specialty Board

ABSTRACT  The in-training examination (ITE) offers formative assessments of residents' developing medical knowledge. Identification of an ITE performance level associated with success on the specialty board examination allows identification of “at risk” residents.Background  This study sought to identify a threshold score for obstetrics and gynecology residents' performance on the Council on Resident Education in Obstetrics and Gynecology (CREOG) ITE that predicts successful performance on the American Board of Obstetrics and Gynecology (ABOG) written examination.Objective  We analyzed ITE and ABOG results of 80 residents who completed 4 years of CREOG ITEs at 2 institutions between 2002 and 2012. We assessed the level of performance associated with successful performance on the ABOG written examination.Methods  Data analyzed included scores for 71 of 80 residents (89%), with an overall pass rate of 82%. A postgraduate year (PGY) 4 score of 200 on the CREOG ITE or twice in any of the PGY training years was associated with a 100% ABOG pass rate. Scoring ≥ 205 in any PGY also was associated with a 100% pass rate. Residents who did not attain a score of 200 had a 35% to 45% chance of failing the ABOG written examination, depending on the PGY of the ITE performance.Results  Our findings suggest that a CREOG ITE score of at least 200 twice, or as a PGY-4, offers assurance of successful performance on the ABOG examination. Scores lower than this threshold may be used to identify “at risk” residents for added learning and provide program elements in need of improvement.Conclusions

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