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

Lingenfelter, Brandon M.; Jiang, Xuezhi; Schnatz, Peter F.; O’Sullivan, David; Minassian, Shahab; Forstein, David A.

doi:10.4300/jgme-d-15-00408.1

Cited by 12 publications

(15 citation statements)

References 3 publications

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“…Work in other specialties related USMLE scores to in-training scores in similar medical specialties such as emergency medicine and dermatology [17,18]. In-training scores in obstetrics and gynecology, psychiatry, emergency medicine, and family medicine have been shown to correlate with passage of the corresponding certifying examinations [19][20][21][22][23].…”

Section: Discussionmentioning

confidence: 99%

Relationship Between Standardized Test Scores and Board Certification Exams in a Combined Internal Medicine/Pediatrics Residency Program

Ost

Wells

Goedecke

et al. 2021

Cureus

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Background Combined Internal Medicine/Pediatrics (Med/Peds) residencies rely on categorical program data to predict pass rates for the American Board of Internal Medicine Certifying Exam (ABIM-CE) and the American Board of Pediatrics Certifying Exam (ABP-CE). There is insufficient literature describing what best predicts a Med/Peds resident passing board exams. In this study, we aimed to determine how standardized test scores predict performance on ABIM-CE and ABP-CE for Med/Peds residents. Methodology We analyzed prior exam scores for 91/96 (95%) residents in a Med/Peds program from 2008 to 2017. Scores from the United States Medical Licensing Examination (USMLE) Steps 1 and 2 Clinical Knowledge (CK) and In-Training Exams in Internal Medicine (ITE-IM) and Pediatrics (ITE-P) were analyzed with the corresponding ABIM-CE and ABP-CE first-time scores. Linear and logistic regression were applied to predict board scores/passage. Results USMLE 1 and 2 CK, ITE-IM, and ITE-P scores had a linear relationship with both ABIM-CE and ABP-CE scores. In the linear regression, adjusted R 2 values showed low-to-moderate predictive ability (R 2 = 0.11-0.35), with the highest predictor of ABIM-CE and ABP-CE being USMLE Step 1 (0.35) and Postgraduate Year 1 (PGY-1) ITE-IM (0.33), respectively. Logistic regression showed odds ratios of passing board certifications ranging from 1.05 to 1.53 per point increase on the prior exam score. The PGY-3 ITE-IM was the best predictor of passing both certifying exams. Conclusions In one Med/Peds program, USMLE Steps 1 and 2 and all ITE-IM and ITE-P scores predicted certifying exam scores and passage. This provides Med/Peds-specific data to allow individualized resident counseling and guide programmatic improvements targeted to board performance.

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Section: Discussionmentioning

confidence: 99%

Relationship Between Standardized Test Scores and Board Certification Exams in a Combined Internal Medicine/Pediatrics Residency Program

Ost

Wells

Goedecke

et al. 2021

Cureus

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“…Albeit these drawbacks, MCQ exams are still among the main armamentarium in assessment of clinical residency programs; focusing but not limited to the knowledge domain (29,30). In another study, Lingenfelter et al (31) demonstrated that ITE could provide "formative assessments" regarding "medi-cal knowledge" of the residents. These studies support our findings regarding the relationship between performing an integrated and continuous program based in part on MCQ exams and improvement in RAPR trend.…”

Section: Discussionmentioning

confidence: 99%

The Role of Integrative Educational Intervention Package (Monthly ITE, Mentoring, Mocked OSCE) in Improving Successfulness for Anesthesiology Residents in the National Board Exam

Dabbagh¹,

Elyassi²,

Sabouri³

et al. 2020

Anesth Pain Med

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Background: National Board of Anesthesiology (NBA) pass rate is an important and critical step in clinical residency programs. Objectives: This study was designed to assess the relationship between an integrative educational intervention (IEI) and the relative annual pass rate (RAPR). RAPR is defined as ratio of NBA pass rate of Shahid Beheshti University of Medical Sciences (SBMU) to the NBA pass rate of all the anesthesiology residency programs across Iran. Methods: In a descriptive-analytic retrospective study from 2012 to 2019, RAPR was calculated. IEI was implanted in the latter 4years period of this time interval includes: (1) individualized mentorship for residents by faculty members; (2) monthly in-training examination (ITE) in written; and (3) periodical mocked OSCE exam. Spearman's correlation coefficient was used to assess correlation between integrative educational intervention and RAPR results. P value less than 0.05 was considered statistically significant. Results: There was a statistically significant relationship between "integrative educational intervention program" and the RAPR results: Spearman's correlation coefficient = 0.655 (P value = 0.039). Conclusions:The IEI package of Anesthesiology Department, SBMU showed a significant relationship with improvements in successfulness for anesthesiology residents in the National Board Exam (RAPR trend). More prolonged studies could prevail further aspects of these interventions.

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“…Step 1 tests sciences basic to medical practice, Step 2 assesses clinical knowledge, while Step 3 assesses the application of medical and biomedical knowledge essential for the unsupervised practice of medicine. Scores range from 1 to 300, with mean (and standard deviation) typically 230 (19), 244 (16), 226 (15) for each step respectively [23]. USMLE step scores were analyzed individually as well as in aggregate, having defined "average USMLE score" as the average of Step 1, 2, and 3 scores.…”

Section: Methodsmentioning

confidence: 99%

“…This test objectively assesses a resident's cognitive knowledge in the specialty [17] while also ensuring that training programs provide adequate teaching to residents [18]. Several studies have attempted to show a correlation between CREOG scores and outcomes on the ABOG written examination [5,19,20]. Other studies have shown a correlation between CREOG scores and United States Medical Licensing Examination Step scores [21,22], suggesting that these grades can be used to predict residents who will do well academically and have a high likelihood of passing written boards.…”

Section: Introductionmentioning

confidence: 99%

Can ACGME Milestones predict surgical specialty board passage: an example in Obstetrics and Gynecology

Ottum

Chao

Tamakuwala

et al. 2021

Clin. Exp. Obstet. Gynecol.

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Background: Multiple tools including Accreditation Council for Graduate Medical Education (ACGME) standardized milestones can be utilized to assess trainee and residency program performance. However, little is known regarding the objective validation of these tools in predicting written board passage. Methods: In this retrospective study, data was gathered on n = 45 Wayne State University Obstetrics and Gynecology program graduates over the five-year period ending July 2018. United States Medical Licensing Examination (USMLE) scores, Council on Resident Education in Obstetrics and Gynecology (CREOG) in-training scores and ACGME milestones were used to predict American Board of Obstetrics and Gynecology (ABOG) board passage success on first attempt. Significance was set at p < 0.05. Results: Written board passage was associated with average CREOGs (p = 0.01) and milestones (p = 0.008) while USMLE1 was not significantly associated (p = 0.055). USMLE1 <217 (Positive predictive value (PPV) = 96%). CREOGs <197 (PPV = 100%) and milestones <3.25 (PPV = 100%), particularly practice-based learning and systems-based practice milestones were most strongly correlated with board failure. Using a combination of these two milestones, it is possible to correctly predict board passage using our model (PPV = 86%). Discussion: This study is the first validating the utility of milestones in a surgical specialty by demonstrating their ability to predict board passage. Residents with CREOGs or milestones below thresholds are at risk for board failure and may warrant early intervention.

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

Abstract: Background 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.

Cited by 12 publications

References 3 publications

Relationship Between Standardized Test Scores and Board Certification Exams in a Combined Internal Medicine/Pediatrics Residency Program

Relationship Between Standardized Test Scores and Board Certification Exams in a Combined Internal Medicine/Pediatrics Residency Program

The Role of Integrative Educational Intervention Package (Monthly ITE, Mentoring, Mocked OSCE) in Improving Successfulness for Anesthesiology Residents in the National Board Exam

Can ACGME Milestones predict surgical specialty board passage: an example in Obstetrics and Gynecology

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