Factors Associated with Medical Knowledge Acquisition During Internal Medicine Residency

McDonald, Furman S.; Zeger, Scott L.; Kolars, Joseph C.

doi:10.1007/s11606-007-0206-4

Cited by 80 publications

(67 citation statements)

References 24 publications

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“…In two studies, attendance at lectures was positively correlated with higher scores on the surgery ITE. 33,34 The data for the internal medicine ITE performance was mixed; there was a positive correlation of lecture attendance with ITE scores of internal medicine residents in two studies, 35,36 but there was a lack of correlation in two other studies. 37,38 In another study, there was no correlation between lecture attendance and the ITE scores of PM&R residents.…”

Section: Table 2 Stepwise Regression Analyses Predictors From Ites Bmentioning

confidence: 99%

Predictors of success on the written anesthesiology board certification examination

et al. 2012

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Objectives: To determine whether information available prior to and during anesthesia residency training can predict American Board of Anesthesiology (ABA) Part 1 (Written) performance and help identify anesthesia residents at risk for failure. Methods: Retrospective analysis of 97 anesthesiology residents' academic files at a single Midwestern residency program. ABA Part 1 score was used as the dependent variable. Categorical demographic predictor variables included gender, under-represented minority status, and type of medical degree. Quantitative academic predictor variables included first-attempt scores on United States Medical Licensing Examination (USMLE) Steps 1 and 2, annual ABA In-Training Exam (ITE) scores, and biannual Basic Science Examination (BSE) scores. Predictors that correlated significantly with the dependent variable were entered into stepwise linear regression analyses. Results:In our analyses, only the USMLE Step 2 score was a significant pre-residency predictor (B=0.169; SE=0.031, p<0.001). Scores on ITEs were significant predictors at every time point. In the final regression model using all available measures during residency, the most recent ITE (B = 0.627; SE=0.090; p<0.001) and BSE (B=0.096; SE = 0.047; p=0.046) scores were significant predictors. The model accounted for 52% of the variance in the outcome variable, with 50% of the variance explained by ITE score alone. The model had a specificity of 0.83 and a sensitivity of 0.82 for predicting passing the ABA Part 1 exam. Conclusions: First-attempt scores on the USMLE Step 2 examination and the CA-2 ITE are moderately strong predictors of anesthesiology board examination performance, and may help target residents who are at risk of failing.

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Section: Table 2 Stepwise Regression Analyses Predictors From Ites Bmentioning

confidence: 99%

Predictors of success on the written anesthesiology board certification examination

et al. 2012

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“…9,11,12 Many medical education research studies have used scores on these standardized examinations as outcome measures. [13][14][15][16][17][18][19][20] The associations of previous USMLE Step scores on subsequent USMLE Step scores and IM-ITE scores are important to correctly account for these examinations in studies of educational outcomes. The purpose of this analysis was to evaluate these associations.…”

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confidence: 99%

Associations Between United States Medical Licensing Examination (USMLE) and Internal Medicine In-Training Examination (IM-ITE) Scores

2008

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BACKGROUND:Little is known about the associations of previous standardized examination scores with scores on subsequent standardized examinations used to assess medical knowledge in internal medicine residencies. OBJECTIVE:To examine associations of previous standardized test scores on subsequent standardized test scores. DESIGN:Retrospective cohort study. PARTICIPANTS:One hundred ninety-five internal medicine residents. METHODS: Bivariate associations of United States Medical Licensing Examination (USMLE) Steps andInternal Medicine In-Training Examination (IM-ITE) scores were determined. Random effects analysis adjusting for repeated administrations of the IM-ITE and other variables known or hypothesized to affect IM-ITE score allowed for discrimination of associations of individual USMLE Step scores on IM-ITE scores. RESULTS:In bivariate associations, USMLE scores explained 17% to 27% of the variance in IME-ITE scores, and previous IM-ITE scores explained 66% of the variance in subsequent IM-ITE scores. Regression coefficients (95% CI) for adjusted associations of each USMLE Step with IM-ITE scores were USMLE-1 0.19 (0.12, 0.27), USMLE-2 0.23 (0.17, 0.30), 0.29). CONCLUSIONS: No single USMLEStep is more strongly associated with IM-ITE scores than the others. Because previous IM-ITE scores are strongly associated with subsequent IM-ITE scores, appropriate modeling, such as random effects methods, should be used to account for previous IM-ITE administrations in studies for which IM-ITE score is an outcome.

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“…Electronic knowledge resources are capable of providing physicians quick access to evidence-based information, but the effectiveness of these resources in enhancing physicians' knowledge is unknown. One study demonstrated a positive association between use of an electronic resource by residents and performance on a standardized examination 30 ; however, this relationship has not been examined on a national scale.…”

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Relationship of Electronic Medical Knowledge Resource Use and Practice Characteristics with Internal Medicine Maintenance of Certification Examination Scores

et al. 2012

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BACKGROUND: Maintenance of certification examination performance is associated with quality of care. We aimed to examine relationships between electronic medical knowledge resource use, practice characteristics and examination scores among physicians recertifying in internal medicine. METHODS: We conducted a cross-sectional study of 3,958 United States physicians who took the Internal Medicine Maintenance of Certification Examination (IM-MOCE) between January 1, 2006 and December 31, 2008, and who held individual licenses to one or both of two large electronic knowledge resource programs. We examined associations between physicians' IM-MOCE scores and their days of electronic resource use, practice type (private practice, residency teaching clinic, inpatient, nursing home), practice model (single or multispecialty), sex, age, and medical school location. RESULTS: In the 365 days prior to the IM-MOCE, physicians used electronic resources on a mean (SD, range) of 20.3 (36.5, 0-265) days. In multivariate analyses, the number of days of resource use was independently associated with increased IM-MOCE scores (0.07-point increase per day of use, p=0.02). Increased age was associated with decreased IM-MOCE scores (1.8-point decrease per year of age, p< 0.001). Relative to physicians working in private practice settings, physicians working in residency teaching clinics and hospital inpatient practices had higher IM-MOCE scores by 29.1 and 20.0 points, respectively (both p<0.001). CONCLUSIONS: Frequent use of electronic resources was associated with modestly enhanced IM-MOCE performance. Physicians involved in residency education clinics and hospital inpatient practices had higher IM-MOCE scores than physicians working in private practice settings.

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Factors Associated with Medical Knowledge Acquisition During Internal Medicine Residency

Cited by 80 publications

References 24 publications

Predictors of success on the written anesthesiology board certification examination

Predictors of success on the written anesthesiology board certification examination

Associations Between United States Medical Licensing Examination (USMLE) and Internal Medicine In-Training Examination (IM-ITE) Scores

Relationship of Electronic Medical Knowledge Resource Use and Practice Characteristics with Internal Medicine Maintenance of Certification Examination Scores

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