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

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.

News and Announcements

PEDIATRICS ◽  
1975 ◽  
Vol 56 (5) ◽  
pp. 841-842
Keyword(s):  
Academic Medicine ◽  
Southern California ◽  
Ohio State University ◽  
Obstetrics And Gynecology ◽  
University Of Southern California ◽  
State University ◽  
Board Examination ◽  
Lake Shore ◽  
Written Examination ◽  
University Of Vermont

BOARD EXAMINATION: The American Board of Pediatrics announces its written examination, May 14, 1976. Fee, $300 payable with application. Deadline for receipt of applications is January 15, 1976. For application write: The American Board of Pediatrics, Inc., Museum of Science and Industry,, 57th Street and South Lake Shore Drive, Chicago, Illinois 60637. PERINATOLOGY: Course sponsored by the Departments of Obstetrics and Gynecology, and Pediatrics, Ohio State University, November 20 to 22. Featured faculty: Thomas Bardin, M.D., University of Cincinnati; Avory Fanaroff, M.D., Case-Western Reserve; Phillip Meade, M.D., University of Vermont; E. Uchida, M.D., Ishikawa, Japan; E. J. Quilligan, M.D., University of Southern California; F Frederick Zuspan, . D., Ohio State Universits academic medicine.

scholarly journals ЛОГІКА МІЖДИСЦИПЛІНАРНОГО ПІДХОДУ ДО СВОЄЧАСНОЇ ДІАГНОСТИКИ ТА ЛІКУВАННЯ КРОВОТЕЧ В АКУШЕРСТВІ ТА ГІНЕКОЛОГІЇ : ПОБУДОВА ЗАДАЧНОЇ ОНТОЛОГІЇ

2015 ◽  
Author(s):  
O. V. Golyanovskyy ◽  
N. A. Sіnіenko ◽  
O. M. Verner
Keyword(s):  
Medical Knowledge ◽  
Obstetrics And Gynecology ◽  
Treat Ment ◽  
Telemedicine Consultation ◽  
Ontological Model

Resume. The questions of the ordering of knowledge in solving problems of diagnosis and treat ment of bleeding in obstetrics and gynecology, the problem of constructing ontological models of medical knowledge for bleeding. There is justified the transformation of modern ideas in the ontological model direction. Through the use of standar di zed rules and corresponding models proposed unified platfor m telemedicine consultation feedback.

Understanding models of disability to improve responses to children with learning disabilities

2019 ◽  
pp. 231-246
Author(s):  
Emilie Smeaton
Keyword(s):  
At Risk ◽  
Learning Disabilities ◽  
Sexual Exploitation ◽  
Medical Knowledge ◽  
Physical Symptoms ◽  
Social Model ◽  
Social Model Of Disability ◽  
Healthy Relationships ◽  
Attitudinal Barriers ◽  
Models Of Disability

This chapter explores the differences between a medical and a social model of disability to support application of these models to children with learning disabilities who experience, or are at risk of, child sexual exploitation (CSE). Medical knowledge about learning disabilities can support with assessment and understanding the physical symptoms that accompany a learning disability. The social model reinforces how social, cultural, material, and attitudinal barriers also form a disability and, in relation to children and young people with disabilities who experience, or are at risk of, CSE, highlight the importance of ensuring that this group, along with their non-disabled peers, have the support and opportunities to develop safe and healthy relationships. The chapter includes an overview of how disability intersects with abuse in general and CSE in particular. In addition, it draws upon evidence-based learning to consider how theory-informed services can identify children with learning disabilities affected by CSE and implement accessible services that deliver preventative and responsive practice to meet their needs.

Are there sex biases in standardized tests of radiation oncology knowledge?

1997 ◽  
Vol 15 (7) ◽  
pp. 2722-2727 ◽  
Author(s):  
E C Halperin ◽  
G J Broadwater
Keyword(s):  
Standardized Tests ◽  
Analysis Of Variance ◽  
Radiation Oncology ◽  
Repeated Measures ◽  
Statistical Tests ◽  
Pass Rates ◽  
Board Examination ◽  
Significance Level ◽  
Exact Test ◽  
Written Examination

PURPOSE/OBJECTIVE Recent studies have identified biases directed against women in standardized tests. We tested for the existence of such biases in the American College of Radiology (ACR) In-Training Examination in Radiation Oncology and the American Board of Radiology (ABR) Written Radiation Oncology Board Examination. MATERIALS AND METHODS Our request to the ABR to permit us to study performance on their examinations, as a function of sex, was refused. We obtained scores, through the cooperation of six academic radiation oncology departments, for residents-in-training taking the in-service examination and candidates taking the written board examination for the first time. Test results for 1984 to 1995 were blinded as to name, but not sex or institution of training. For the in-service examination, scores are reported as percentiles normalized to the year of training. The effect of multiple scores for the same resident was assessed using a repeated-measures analysis of variance. Residents were nested within each sex/institution combination and crossed with training year and calendar year. The effects of three factors (sex, institution, and year the examination was taken) on the results of the biology, physics, and clinical sections were evaluated with an analysis of variance. The interactions of sex with institution and year were included to determine the scope of the sex effect. For the board examination, scores are reported as percentiles, as well as an overall pass/ fail outcome. An analyses of variance was performed similar to that used for the in-service examination. In addition, Fisher's exact test and logistic regression were used to analyze overall outcome (pass/fail). RESULTS We obtained data for 79 residents (48 men and 31 women, 1.54:1) who took the in-service examinations 165 times. Sixty-two residents (41 men and 21 women, 1.95:1) had an initial sitting for the ABR written examination. On the in-service examination, for the biology, physics, and clinical subsections, calendar year, training year, and sex did not have a significant effect on examinees scores. Institution of training had a significant effect (P < .02) on the scores in biology and physics. The total in-service examination scores were not significantly influenced by calendar year, training year, or sex. Institution of training has a strong influence on overall score (P = .03) and the interaction of sex with training year is near significance level (P = .06). The power for our statistical tests ranged from 0.88 to 0.99. On the board examination, sex, institution of training, year the examination was taken, and interaction of sex with year or sex with institution of training did not have a significant effect on test scores. Pass rates were 90% for men versus 81% for women (P = .43). CONCLUSION Sex did not significantly influence the results of the in-service examination or the written board examination. Institution of training is the strongest influence on the results of the in-service examination.

scholarly journals Objective Structured Assessment of Technical Skills to Teach and Study Retention of Fourth-Degree Laceration Repair Skills

2015 ◽  
Vol 7 (1) ◽  
pp. 32-35 ◽  
Author(s):  
Anjali Martinez ◽  
Caroline Cassling ◽  
Jennifer Keller
Keyword(s):  
Intervention Group ◽  
Technical Skills ◽  
Obstetrics And Gynecology ◽  
Control Group ◽  
Fourth Degree ◽  
Written Examination ◽  
Long Term Effect ◽  
Baseline Knowledge ◽  
Educational Workshop

Abstract Background Fourth-degree perineal lacerations are a serious but infrequent complication of childbirth. Objective We studied the long-term effect of an educational workshop on the knowledge and ability of obstetrics and gynecology residents to repair fourth-degree lacerations. Methods We assessed obstetrics and gynecology residents' baseline knowledge and skill of fourth-degree laceration repair by using a written examination and the Objective Structured Assessment of Technical Skills (OSATS). After the educational intervention (a lecture, a demonstrational video, and practice on a model), residents completed a written and OSATS posttest. Six months later, residents took the same posttests to determine their level of retention. Another group of residents who had not attended the workshop also took the tests at the 6-month mark and served as a control group. Results A total of 17 residents were in the intervention group and 11 residents in the control group. The pretest written examination mean was 6.1/10 and the OSATS mean was 10.9/18. After the workshop, the written mean increased to 9.1/10 and the OSATS to 16.6/18. This improvement was statistically significant (P &lt; .01). Compared to the pretest, the 6-month follow-up scores had a statistically significant increase (written mean, 8.0/10, P &lt; .01, and OSATS mean 15.5/18, P &lt; .01). Conclusions Residents improved on the written examination and OSATS after the educational workshop and maintained this improvement for 6 months. This intervention may prepare graduating residents for repairing future fourth-degree lacerations they may not have encountered during training.

Prospective Factors that Predict American Board of Surgery In-Training Examination Performance: A Systematic Review

2021 ◽  
pp. 000313482110586
Author(s):  
David R Velez
Keyword(s):  
At Risk ◽  
Prior Knowledge ◽  
Literature Search ◽  
Medical Knowledge ◽  
Poor Performance ◽  
Clinical Evaluations ◽  
Examination Performance ◽  
Knowledge Based ◽  
Usmle Step ◽  
American Board Of Surgery

Introduction American Board of Surgery In-Training Examination (ABSITE) performance has become an important factor when monitoring resident progress. Understanding which prospective factors predict performance can help identify residents at risk. Methods A literature search was conducted searching PubMed, EMBASE, and JAMA Network from June 2011 to June 2021, in accordance with the PRISMA guidelines. Searches were performed for the terms “ABSITE” and “American Board of Surgery In-Training Examination.” Prospective factors such as prior examination performance, clinical evaluations, and demographics were evaluated. Results A final 35 studies were included. The prospective factor most consistently found to predict ABSITE performance is performance on prior knowledge-based examinations such as the USMLE step exams. The ACGME Medical Knowledge 1 milestone evaluation also appears to correlate to ABSITE performance, although clinical evaluations, in general, do not. Demographics have no significant correlation to ABSITE performance. Discussion Using performance on prior knowledge-based examinations programs may be able to identify residents at risk for failing ABSITE. It may be possible to initiate early intervention before rather than only remediation after poor performance.

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