The In-Training Examination: An Analysis of Its Predictive Value on Performance on the General Pediatrics Certification Examination

Althouse, Linda A.; McGuinness, Gail A.

doi:10.1016/j.jpeds.2008.03.012

Cited by 60 publications

(55 citation statements)

References 6 publications

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“…There appears to be a strong association between performance on the specialty in-training examination and a multiple-choice qualifying or certifying examination for the majority of medical specialty board examinations. 3,[8][9][10][18][19][20][21][22][23][24][25][26][27][28][29] Another predictor of specialty board written examination performance is the prior score on the United States Medical Licensing Examination (USMLE). 10,11,[28][29][30][31] While USMLE scores are positively correlated, by itself, USMLE performance does not guarantee success on certification examination.…”

Section: Discussionmentioning

confidence: 99%

Delaying the American Board of Emergency Medicine Qualifying Examination Is Associated With Poorer Performance

Marco

Counselman

Korte

et al. 2014

Academic Emergency Medicine

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Objectives: The initial step in certification by the American Board of Emergency Medicine (ABEM) requires passing a multiple-choice-question qualifying examination. The qualifying examination is typically taken in the first year after residency training. This study was undertaken to determine if a delay in taking the qualifying examination is associated with poorer performance. The authors also examined the relationship between in-training examination scores and qualifying examination scores.Methods: This was a pooled time-series cross-section study. Primary measurements were initial qualifying examination scores, the timing of the qualifying examination, and in-training examination scores. The three groups, based on qualifying examination timing, were immediate, 1-year delay, and ≥2-year delay. In-training examination scores were analyzed to determine the relationship between intrinsic ability, examination timing, and qualifying examination scores. For analysis, a generic pooled ordinary least-squares dummy variable model with robust standard errors was used. A pre hoc level of significance was determined to be a < 0.01.Results: There were 16,353 qualifying examination test administrations between 2000 and 2012. Intraining examination scores were positively correlated with qualifying examination scores (p < 0.001). The group pass rates were 98.9% immediate, 95.6% 1-year delay, and 86.6% ≥2-year delay. After controlling for in-training examination scores, delay taking the qualifying examination of 1 year was associated with a decrease in score of -0.6 (p = 0.003). A delay in taking the qualifying examination ≥2 years was associated with a decrease in score of -2.5 points (p < 0.001).

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Section: Discussionmentioning

confidence: 99%

Delaying the American Board of Emergency Medicine Qualifying Examination Is Associated With Poorer Performance

Marco

Counselman

Korte

et al. 2014

Academic Emergency Medicine

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“…6,[8][9][10][11][12][13][14][15][17][18][19][20][21][22][23][24][25] The results from our study also indicate that predictors such as those ITEs that test knowledge gained over the first two years of anesthesiology training can be used as predictors of passing the ABA Part 1 examination. However, we did not find either the PGY-0 ITE (administered at the beginning of the intern year) or the CB ITE (administered at the beginning of the CA-1/first anesthesiology residency year) to be particularly good predictors of passing the ABA Part 1 examination.…”

Section: Table 2 Stepwise Regression Analyses Predictors From Ites Bmentioning

confidence: 85%

“…Several studies in multiple other medical specialties have shown that annual American Board of Medical Specialties (ABMS) In-Training Examinations (ITEs) are good predictors of performance on the specialty board certification examination. 6,[8][9][10][11][12][13][14][15][17][18][19][20][21][22][23][24][25] ITEs occur yearly during residency training and are typically mandatory except during extenuating circumstances such as illness or a leave of absence. This relationship between ITEs and board certification has been demonstrated in anesthesiology as well.…”

Section: Introductionmentioning

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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“…It correlated well with other measures of performance supported by the literature to assess knowledge, such as intraining examination (ITE) scores. 13 The ITE scores from our same cohort of residents similarly identified the need for improvement in cardiology knowledge. However, our study provided additional information beyond the ITE.…”

Section: Discussionmentioning

confidence: 68%

Using an Innovative Curriculum Evaluation Tool to Inform Program Improvement: The Clinical Skills Fair

Narayan¹,

Whicker²,

Staples³

et al. 2014

Journal of Graduate Medical Education

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Background Program evaluation is important for assessing the effectiveness of the residency curriculum. Limited resources are available, however, and curriculum evaluation processes must be sustainable and well integrated into program improvement efforts. Intervention We describe the pediatric Clinical Skills Fair, an innovative method for evaluating the effectiveness of residency curriculum through assessment of trainees in 2 domains: medical knowledge/patient care and procedure. Each year from 2008 to 2011, interns completed the Clinical Skills Fair as rising interns in postgraduate year (PGY)-1 (R1s) and again at the end of the year, as rising residents in PGY-2 (R2s). Trainees completed the Clinical Skills Fair at the beginning and end of the intern year for each cohort to assess how well the curriculum prepared them to meet the intern goals and objectives. Results Participants were 48 R1s and 47 R2s. In the medical knowledge/patient care domain, intern scores improved from 48% to 65% correct (P < .001). Significant improvement was demonstrated in the following subdomains: jaundice (41% to 65% correct; P < .001), fever (67% to 94% correct; P < .001), and asthma (43% to 62% correct; P = .002). No significant change was noted within the arrhythmia subdomain. There was significant improvement in the procedure domain for all interns (χ2 = 32.82, P < .001). Conclusions The Clinical Skills Fair is a readily implemented and sustainable method for our residency program curriculum assessment. Its feasibility may allow other programs to assess their curriculum and track the impact of programmatic changes; it may be particularly useful for program evaluation committees.

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The In-Training Examination: An Analysis of Its Predictive Value on Performance on the General Pediatrics Certification Examination

Cited by 60 publications

References 6 publications

Delaying the American Board of Emergency Medicine Qualifying Examination Is Associated With Poorer Performance

Delaying the American Board of Emergency Medicine Qualifying Examination Is Associated With Poorer Performance

Predictors of success on the written anesthesiology board certification examination

Using an Innovative Curriculum Evaluation Tool to Inform Program Improvement: The Clinical Skills Fair

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