American Board Of Obstetrics And Gynecology Research Articles

Resident Performance on the In-Training and Board Examinations in Obstetrics and Gynecology: Implications for the ACGME Outcome Project

Background: The Accreditation Council on Graduate Medical Education (ACGME) Outcomes Project has endorsed the in-training examination (ITE) as an example of a multiple-choice question examination that is a valid measure of a resident's attainment of medical knowledge. An outcome measure for performance on the ITE would be the subsequent performance on the board certification examination. However, there are few reports that attempt to correlate a resident's performance on the ITE to subsequent performance on the board certification examination. Purpose: The Council on Resident Education in Obstetrics and Gynecology (CREOG) has administered the ITE annually since 1970. This study tested the hypothesis that the CREOG–ITE score is a valid assessment tool to predict performance on the American Board of Obstetrics and Gynecology (ABOG) written examination. Methods: CREOG–ITE and ABOG written board examination results were collected for 69 resident graduates between the years 1998 and 2005. Logistic regression and receiver operating characteristic analyses were used to estimate the relationship between a resident's score on the CREOG–ITE and subsequent performance on the ABOG written examination. Results: Fifty-seven resident graduates passed (82.6%) and 12 graduates failed (17.4%) the ABOG written examination. The correlation between the CREOG–ITE overall score and performance on the ABOG examination was weak (correlation coefficient =.38, p =.001). Receiver operating characteristic analysis for the CREOG–ITE overall scores and the probability of passing or failing the ABOG examination revealed moderate accuracy (area under the curve = 0.77, 95% CI = 0.62–0.92) with a CREOG–ITE score of 187.5 yielding the best trade-off between specificity (0.79) and sensitivity (0.75). At the cutoff value of 187.5 there was a weak positive predictive value of 43% (i.e., 43% of residents with a score less than 187.5 will fail the ABOG exam) and a strong negative predictive value of 94% (i.e., 94% of the residents with a score above 187.5 will pass the ABOG exam). Logistic regression analysis also revealed a statistically significant relationship between the CREOG–ITE overall score and performance on the ABOG written examination (p = .003). Conclusions: Similar to other specialties, resident performance on the CREOG–ITE is a weak assessment tool to predict the probability of a resident failing the ABOG written examination. Our study highlights the need, in the spirit of the ACGME Outcome Project, for residency and board specialty organizations to coordinate efforts to develop more reliable and correlative measures of a resident's medical knowledge and ability to pass the boards.

Do U.S. Medical Licensure Examination Step 1 Scores Correlate with Council on Resident Education in Obstetrics and Gynecology In-Training Examination Scores and American Board of Obstetrics and Gynecology Written Examination Performance?

The purpose of this study was to assess the possible association between scores of >200 on U.S. Medical Licensure Examination (USMLE) step 1 and the Council on Resident Education in Obstetrics and Gynecology (CREOG) in-training examinations and the pass rate on the American Board of Obstetrics and Gynecology (ABOG) written examination. The USMLE step 1 and postgraduate year 1 to 4 CREOG in-training examination scores for the graduating chief residents in eight accredited obstetrics and gynecology residency programs were obtained. Performance on USMLE step 1 was correlated with ABOG examination performance and CREOG in-training examination scores. The correlations between USMLE step 1 and CREOG in-training examination scores and ABOG examination performance were analyzed by using the Spearman correlation coefficient. USMLE step 1 scores were significantly correlated with CREOG in-training examination scores (p < 0.000). None of the residents who scored >200 on USMLE step 1 and a mean of >200 on the CREOG in-training examinations failed the ABOG written examination. Program directors have used USMLE step 1 to identify trainees who are likely to perform well on the CREOG in-training examination. The CREOG in-training examination has been used to identify residents who are likely to pass the ABOG written examination. The results of this study document the strength of these associations.

Mentorship and productivity among gynecologic oncology fellows.

To identify factors that enable gynecologic oncology fellows to achieve goals set by the American Board of Obstetrics and Gynecology (ABOG). Survey questions identified demographics, mentorship status, productivity, career plans, and opinions in a fourth fellowship year. Reasons cited for choosing specific programs were academic reputation, faculty, geographic location, and research opportunities. Two thirds identified a clinical or basic science mentor. There was an association between having a research mentor and expectation for completing one's thesis (p = 0.002). Achieving goals set by ABOG may be related to the presence of a research mentor.

Effect of a Resident-Created Study Guide on Examination Scores

In Brief OBJECTIVE To evaluate the effect of a resident-created study guide on Council on Resident Education in Obstetrics and Gynecology (CREOG) In-Training and American Board of Obstetrics and Gynecology (ABOG) written examination scores. METHODS In 1995, a group of residents at the University of Texas Southwestern Medical Center began creating an annual study guide based on the CREOG Test Item Summary Booklet. Individual, program, and national scores for 3 years before the intervention were compared with scores for 3 years after the intervention. A four-way analysis of variance was used to evaluate the effect of the intervention accounting for sex, Alpha Omega Alpha Medical Honor Society (AOA) status, and calendar year. A random effects model was also used to adjust for confounders. Categoric variables were compared using Mantel-Haenszel χ2. Program failure rates for the ABOG written examination before and after the intervention were compared with relative risks. RESULTS After introduction of the study guide, the annual difference between our program and the national percent correct increased significantly (2.1% versus 4.8%, P < .001), after adjustment for AOA status and calendar year. The improvement was distributed among resident levels 2–4 (all P < .02) and for non-AOA residents (P ≤ .001). The relative risk of failure of the written ABOG examination before the study guide was 3.5 (95% confidence interval 0.77, 15.9). CONCLUSION These findings demonstrate an important cooperative use of the Test Item Summary Booklet as an educational resource. A resident-created study guide based on the CREOG Test Item Summary Booklet is useful in examination preparation.

Effect of a resident-created study guide on examination scores

OBJECTIVE: To evaluate the effect of a resident-created study guide on Council on Resident Education in Obstetrics and Gynecology (CREOG) In-Training and American Board of Obstetrics and Gynecology (ABOG) written examination scores. METHODS: In 1995, a group of residents at the University of Texas Southwestern Medical Center began creating an annual study guide based on the CREOG Test Item Summary Booklet. Individual, program, and national scores for 3 years before the intervention were compared with scores for 3 years after the intervention. A four-way analysis of variance was used to evaluate the effect of the intervention accounting for sex, Alpha Omega Alpha Medical Honor Society (AOA) status, and calendar year. A random effects model was also used to adjust for confounders. Categoric variables were compared using Mantel-Haenszel χ 2. Program failure rates for the ABOG written examination before and after the intervention were compared with relative risks. RESULTS: After introduction of the study guide, the annual difference between our program and the national percent correct increased significantly (2.1% versus 4.8%, P < .001), after adjustment for AOA status and calendar year. The improvement was distributed among resident levels 2–4 (all P < .02) and for non-AOA residents ( P ≤ .001). The relative risk of failure of the written ABOG examination before the study guide was 3.5 (95% confidence interval 0.77, 15.9). CONCLUSION: These findings demonstrate an important cooperative use of the Test Item Summary Booklet as an educational resource.