Board Examination Performance Research Articles

Mock board examination results as predictors in the Licensure Examination for Certified Public Accountants

This study was conducted to determine whether the mock board examination performance can predict a candidate’s performance in the Licensure Examination for Certified Public Accountants (LECPA). It covered the Bachelor of Science in Accountancy (BSA) graduates from a higher education institution in Pagadian City, Zamboanga del Sur, Philippines, who took the mock board examination and were first-time LECPA takers from the October 2022 to May 2023 batches. Participants were directly included in the study. A simple linear regression analysis was utilized to determine whether a candidate’s performance on the mock board could predict their LECPA performance. The model summary revealed a value of .474, which is below .5. Therefore, the study concluded that the mock board examination can predict overall LECPA performance. This result implied that higher scores on the mock board examination correlate with a higher probability of passing the LECPA. Based on these findings, the learning institution should regularly improve the mock board examinations. Suggestions include aligning the difficulty level of the mock board with the LECPA and having the assessment conducted by a Certified Public Accountant (CPA) examiner other than the mock board lecturer.

I-WARM: Development of a Board Examination Reviewer Web Application for Filipino Pre-Service Physical Educators Utilizing the Unified Spaced Repetition and Hypercorrection Techniques

One of the major parameters by which college graduates' productivity is gauged is their board examination performance. Relevantly, the development and utilization of sophisticated tools and technology to facilitate reviews are encouraged and worthy of such exploration. The study aimed to develop an integrated web application reviewer for MAPEH (music, arts, physical education, and health) (i-WARM) with the use of unified spaced repetition and hypercorrection techniques. This descriptive research and development (R & D) design was used and employed a nine-step process in which functions were built for effective learning and retention of concepts. The evaluation was conducted by 106 graduating Bachelor of Physical Education students from a teacher education institution in Central Luzon, Philippines. Results revealed that the i-WARM is easy to use and easy to learn as it was viewed as clear and understandable, accessible, and has a flexible feature and interface. Pre-service physical educators perceived that the services provided by the web application are useful for their review as it was rated functional and informative. Frequent problems such as crashes and downtimes were not observed by the user during their exposure to the web application. The i-WARM could be explored as a potential aid in assisting learners to acquire concepts easily through an interactive interface. This may likewise assist teachers and students in establishing retention of significant concepts for future licensure examinations.

Factors Affecting the Performance of a Higher Education Institution in the Licensure Examination for Teachers

Licensure Examination for Teachers (LET) is of utmost importance since it not only enhances and develops the professional aspects of teacher education students but also serves as a key metric for gauging the overall quality of education and the system as a whole. It has been the ultimate focus of tertiary education institutions in the Philippines to meet the present demand of local and global parties and communities. As a result, a variety of tactics are used to raise the prospect's chance of happening. This study aims to determine the factors affecting the performance of Cebu Roosevelt Memorial Colleges in the Licensure Examination for Teachers for the past two LET years 2019-2021. This study utilized the descriptive - predictive method of research with the aid of binary logistic regression analysis and the use of secondary data and an adopted questionnaire to determine the respondents’ profile, personal accountability factors, and graduates’ outcome indicator in the Licensure Examination for Teachers. Results show that majority of the respondents were females, 22 to 26 years old with BSED as their field of specification. It was found out that majority of the respondents passed the Licensure examination. Moreover, the study showed that the respondents’ gender has no significant relationship to the personal accountability factors in terms of cognitive, emotional, and physical. It also revealed a no significant relationship to the fields of specialization among the respondents in terms of cognitive, emotional, and physical. This study concluded that the profile of the respondents and their personal accountability in terms of cognitive (GPA), emotional (Test anxiety), and physical (BMI) factors were statistically insignificant in predicting the probability of passing the LET. Consequently, the disparity and diversity of the personal accountability factors present an opportunity to improve the passing rate of the graduates since more and varied factors were surfaced and seen in a new light. This aspired administrators, deans, and teachers to take into account the other potential factors that may affect the board examination performance and enables the institution to predict and act upon the aspects that need to be improved in order to ensure a one hundred percent passing rate in the board examination.

Quality Assurance Mechanisms towards Global Concerns and Innovations among the Higher Education Institutions in Region XII

This study was focused on the Quality Assurance Mechanisms utilized by the HEI’s in Region XII in relation to global concern and innovation particularly among 12 public and private colleges and universities under the jurisdiction of the Commission on Higher Education in Region XII. Specifically, described internal and external quality assurance mechanism utilized by HEIs relate these with global concerns and innovations observed and the performance of the respondent HEIs in the areas of Accreditation Level, Board Exam passing rate and Graduation Rate. The study was limited to 10 public and private colleges and universities of Region XII that offers degree programs with board exam and submitted for accreditation for the past three (3) years. Respondents were 603 MIS/Registrar, school administrators, faculty and staff and 3rd year and 4th year college students. Descriptive – correlational research design was used. Data were gathered using survey questionnaires, check list and secondary data. Mean, percentage, and Pearson r correlation were the statistical tools used. Study revealed that Internal and external Quality Assurance Mechanism is greatly observed, global concerns and innovations can be realized in 10 years’ time and the HEI’s performance is generally does not surpass the National Passing Rate, majority of the programs are not accredited yet and generally, only few students can graduate within the prescribed period on the degree programs with board examination. HEIs internal and external quality assurance mechanism has very little correlation with board examination performance and accreditation level. A moderately small positive relationship between HEI global concern and innovations and the internal quality assurance mechanism while there is a high positive correlation with external quality assurance mechanism. Therefore, in house policies and level of accreditation does not warrant a good performance in board exam but the more the HEI submit the program to peer review, the more the chance of going global. It is therefore recommended that all indicators of quality assurance mechanism and other media shall be considered to ensure quality education and to be globally competitive.

Fellowship Board Pass Rates Rising: Analysis of Pathology Subspecialty Board Examination Performance.

The American Board of Pathology (ABPath) publishes annual performance data for the anatomic pathology (AP) and clinical pathology (CP) board examinations, as well as for ABPath subspecialty examinations. Overall board pass rates for all AP and CP board examinees have increased during the past decade; however, no study has analyzed the board pass rates for pathology subspecialty examinations, and whether these follow the same trend. To evaluate ABPath subspecialty examination pass rates to assess the trend in certification. We analyzed the total number of first-time test takers and board pass rates for 11 pathology subspecialties recognized by the ABPath from 2007 to 2021, acquired from annual reports published by the ABPath. We compared the pass rates in 5-year intervals (2007-2011, 2012-2016, 2017-2021) for each individual specialty. We also analyzed the pass rate of CP subspecialties compared with AP subspecialties. The overall mean pass rate for ABPath subspecialty examinations during the previous 15 years was 89% (range, 78.9%-100%), with the overall pass rate being significantly higher in 2017-2021 (P = .02). The contemporary overall rate of passing was significantly higher for AP subspecialty examinations (P < .001) and was higher, though not significantly, for CP subspecialties (P = .13). There were significant differences between first-time test takers' mean pass rate (92.1%), repeat test takers' mean pass rate (54.5%), and the overall rate (P < .001). Contemporary pathology subspecialty board examination pass rates are significantly higher than historic rates, possibly reflecting continuously improving and readily available preparatory materials.

Taking Leave During Residency: Types of Absences and Subsequent Delays and Variations in Physical Medicine and Rehabilitation Medical Board Pass Rates.

There is limited literature examining the reasons physical medicine and rehabilitation residents take an extended leave of absence during residency and the impact of leave on board examination performance. Such information could better inform leave policies, help guide residency program directors, and potentially destigmatize taking leave. Study objectives were to describe the characteristics of physical medicine and rehabilitation residents who take leave during residency, compare differences in part I (written) and part II (oral) certification examination performance, and determine the prevalence of delays in taking board examinations. Study methodology was a retrospective analysis of deidentified information from the American Board of Physical Medicine and Rehabilitation database between 2008 and 2020. Results indicated four reasons for extended leave of absence: medical, parental, academic/remediation, and unspecified personal reasons. Residents who took an extended leave of absence for medical or parental reasons had similar or better odds of passing their part I and part II examinations compared with those without leave. Residents who took leave for academic/remediation concerns or unspecified personal reasons had lower odds of passing their board examinations. Examination delays for those taking parental or personal health leaves did not affect board pass rates. Further investigation is needed to identify how to support residents on academic/remediation and unspecified leaves during training.

PERFORMANCE OF TEACHER EDUCATION INSTITUTIONS IN STATE UNIVERSITIES AND COLLEGES OF REGION IV-B: BASIS FOR SUSTAINABLE ACCREDITATION PLAN

Generally, this study delved on the performance of Teacher Education Institutions in state universities and colleges of Region IV-B in relation to their Level II accreditation status. The levels of performance of Teacher Education Institutions were seen in terms of the following indicators: 1) faculty with specific provisions in teaching performance and professional development; 2) curriculum and instruction with specific provisions in board examination performance and admission-graduation ratio; 3) research outputs; and 4) extension services. Descriptive and documentary analysis types of research were adopted. Data extracted from the Agency Performance Rating (APR) instrument which is basically the measurement the tool for Normative Financing Scheme of DBM, the SUC Leveling instrument of CHED, the National Budget Circular (NBC) No. 461-Qualitative Common Evaluation (QCE) instrument, the Performance Evaluation System (PES) of the Civil Service Commission and the AACCUP Survey Instrument were used. As an offshoot of the study, a sustainable accreditation plan was proposed. The respondents of the study were the Teacher Education Institutions in the main campus of six state universities and colleges in Region IV-B offering Bachelor of Elementary Education and Bachelor of Secondary Education during the SY 2011-2012. Generally, the findings revealed that the level of performance as perceived by the SUC-TEIs under study and based from the ratings of AACCUP varies in different descriptions. Comparative analysis showed that board examination performance and admission-graduation ratio got statistically similar ratings from the two evaluation systems and that their assessments as far as academic performance is concerned are the same on the aforementioned areas. However, a significant difference was reflected on the areas of teaching performance, professional development and extension Services and highly significant difference on research as perceived by the SUC-TEIs and AACCUP. Documents supplemental to the data elucidated that the six TEIs of state universities and colleges in Region IV-B have common strengths and limitations in the four major (4) areas of accreditation. Conclusions were drawn out of the findings and strengthened the concept that despite gaining level II accreditation status, there were some areas that need considerable improvement in performing the academic functions of Teacher Education Institutions to achieve institutional effectiveness. An overview of the general result showed that several items have no significant difference between the perception made by SUC-TEIs respondents under study and the accreditation ratings by AACCUP concluding, therefore, that the two groups of organization had almost the same analysis as to the effectiveness of academic performance of these six TEIs. Common limitations were identified in almost all Teacher Education Institutions. For these reasons, it was recommended that faculty members of each college/dept should sustain a strong academic focus and further strengthen capabilities in research and extension. Re-evaluation of the areas with low performance was also suggested for possible interventions that can be resulted to an effective and efficient delivery of services to stakeholders. Other areas that did not contribute significant effects to the performance of the College/Department of Education should be given emphasis and attention by the school administration in preparation for the next higher level of accreditation. Finally, adoption of the proposed sustainable accreditation plan for the University/College and replication of this study among other SUCs located in other regions or maybe used by other programs are advocated.

Swiss general internal medicine board examination: quantitative effects of publicly available and unavailable questions on question difficulty and test performance.

Formerly, a substantial number of the 120 multiple-choice questions of the Swiss Society of General Internal Medicine (SSGIM) board examination were derived from publicly available MKSAP questions (Medical Knowledge Self-Assessment Program®). The possibility to memorise publicly available questions may unduly influence the candidates' examination performance. Therefore, the examination board raised concerns that the examination did not meet the objective of evaluating the application of knowledge. The society decided to develop new, "Helvetic" questions to improve the examination. The aim of the present study was to quantitatively assess the degree of difficulty of the Helvetic questions (HQ) compared with publicly available and unavailable MKSAP questions and to investigate whether the degree of difficulty of MKSAP questions changed over time as their status changed from publicly available to unavailable. The November 2019 examination consisted of 40 Helvetic questions, 40 publicly available questions from MKSAP edition 17 (MKSAP-17) and 40 questions from MKSAP-15/16, which were no longer publicly available at the time of the examination. An one factorial univariate analysis of variance (ANOVA) examined question difficulty (lower values mean higher difficulty) between these three question sets. A repeated ANOVA compared the difficulty of MKSAP-15/16 questions in the November 2019 examination with the difficulty of the exact same questions from former examinations, when these questions belonged to the publicly available MKSAP edition. The publicly available MKSAP-17 and the publicly unavailable Helvetic questions served as control. The analysis of the November 2019 exam showed a significant difference in average item difficulty between Helvetic and MKSAP-17 questions (71% vs 86%, p <0.001) and between MKSAP-15/16 and MKSAP-17 questions (70% vs 86%, p <0.001). There was no significant difference in item difficulty between Helvetic and MKSAP-15/16 questions (71% vs 70%, p = 0.993). The repeated measures ANOVA on question use and the three question categories showed a significant interaction (p <0.001, partial eta-squared = 0.422). The change in the availability of MKSAP-15/16 questions had a strong effect on difficulty. Questions became on average 21.9% more difficult when they were no longer publicly available. In contrast, the difficulty of the MKSAP-17 and Helvetic questions did not change significantly across administrations. This study provides the quantitative evidence that the public availability of questions has a decisive influence on question difficulty and thus on SSGIM board examination performance. Reducing the number of publicly available questions in the examination by introducing confidential, high-quality Helvetic questions contributes to the validity of the board examination by addressing higher order cognitive skills and making rote-learning strategies less effective.

Cumulative Grade Point Average and Comprehensive Examination Results as Predictors of Certified Public Accountant Board Examinees’ Performance

The Certified Public Accountant Licensure Examinations among BS Accountancy graduates can be considered as the culminating direct measure on how an accountancy retention policy program in a school prepares students to becoming CPAs. This study is aimed to gauge how cumulative qualifying grade point average of a student from first year to fifth year college and the fifth year comprehensive exams serve as predictors for the CPA Board Exams for a university in Central Luzon, Philippines. To measure the quality of the predictors, October examinees from the graduating batch were the focus of the study. With five hundred fifty three (553) BS Accountancy coming from five alumni batches, three hundred fifty eight (358) passed, fifty five (55) are conditioned and one hundred twenty (120) have failed during the first take of comprehensive exams. Auditing theory, business law and taxation are the most difficult subjects with less than two thirds (&lt; 2/3) of the first takers as passing the said subjects. Those with a CGPA of 1.554 or higher in the undergrad, finishing with latin honors have the highest probability of passing the board. A range of four percent (either -4% to +4%) serves as the average variance between fifth year comprehensive exams and board examination performance for all first takers. Both the CGPA (r=0.632) and comprehensive examinations (r=0.745) are moderate predictors of the board examinations which imply that the accountancy program for the university can still be improved to further prepare the students to become CPAs.

A Systematic Review of the Relationship Between In-Training Examination Scores and Specialty Board Examination Scores.

In-training examinations (ITEs) are intended for low-stakes, formative assessment of residents' knowledge, but are increasingly used for high-stake purposes, such as to predict board examination failures. The aim of this review was to investigate the relationship between performance on ITEs and board examination performance across medical specialties. A search of the literature for studies assessing the strength of the relationship between ITE and board examination performance from January 2000 to March 2019 was completed. Results were categorized based on the type of statistical analysis used to determine the relationship between ITE performance and board examination performance. Of 1407 articles initially identified, 89 articles underwent full-text review, and 32 articles were included in this review. There was a moderate-strong relationship between ITE and board examination performance, and ITE scores significantly predict board examination scores for the majority of studies. Performing well on an ITE predicts a passing outcome for the board examination, but there is less evidence that performing poorly on an ITE will result in failing the associated specialty board examination. There is a moderate to strong correlation between ITE performance and subsequent performance on board examinations. That the predictive value for passing the board examination is stronger than the predictive value for failing calls into question the "common wisdom" that ITE scores can be used to identify "at risk" residents. The graduate medical education community should continue to exercise caution and restraint in using ITE scores for moderate to high-stakes decisions.

Further validation of the Genetic Counseling Self-Efficacy Scale (GCSES): Its relationship with personality characteristics.

Demonstrating validity of a tool for genetic counseling self-efficacy could help determine if this is a useful tool for training outcomes or other purposes in the field. The purpose of the current study was to describe the relationship between genetic counseling self-efficacy, measured by scores on the Genetic Counseling Self-Efficacy Scale (GCSES), personality characteristics, clinical characteristics, and performance on the American Board of Genetic Counselors (ABGC) board certification examination. Genetic counselors, recruited via email through the National Society of Genetic Counselors (NSGC) Student Research Survey Program, completed an online questionnaire that included the GCSES, work locus of control (WLOC) scale, trait subscale of the State-Trait Anxiety Inventory (STAI), and questions related to board examination performance. Higher genetic counseling self-efficacy factor scores for four of six factors were significantly associated with lower WLOC scores indicative of internal locus of control (p's<.05); higher genetic counseling self-efficacy factor scores for all six factors were significantly associated with lower trait anxiety scores (p's<.05). In addition, increased years of experience and providing direct patient care were found to be significantly related to higher scores for all six-factor scores on the GCSES (p's≤.05). Multiple linear regression models were performed to assess combined effects of predictor and demographic variables and demonstrated that professional factors were most significantly associated with GCSES factor scores. Findings from the current study provide additional validation for the GCSES and add clarity to the relationships between genetic counseling self-efficacy, personality characteristics, and professional factors. Validation of the GCSES supports the usefulness of this tool as an outcome for genetic counseling training purposes. In addition, the GCSES could be used for self-reflective practice for genetic counselors. Further studies are needed to investigate the relationship between genetic counseling self-efficacy and genetic counselor competency.

Implementation of a "Flipped Classroom" for Neurosurgery Resident Education.

Engaging residents across a multiyear training spectrum is challenging given the heterogeneity of experience and limited time available for educational activities. A "flipped classroom" model, in which residents prepare ahead of time for mentored topic discussions, has potential advantages. We implemented a curriculum consisting of topics distributed across the specialty. Weekly, each resident was randomly assigned to research a specific aspect of an assigned topic appropriate to his or her level of experience: junior residents about what characterizes each clinical entity, midlevel residents about when to intervene, and chief residents about how to administer treatment. Residents completed an anonymous survey 6 months after implementation. Board examination performance was assessed before and after implementation. A total of 12 residents participated in the program. Weekly, 1.75±0.40 hours were spent in preparation, with senior residents reporting less time than junior residents. All residents indicated that the accumulation of experience across 7 years of residency was a major advantage of this program, and all preferred it to lectures. Performance on the board examination significantly increased after implementation (from 316±36 to 468±45, p<0.05). The flipped classroom is a viable approach to resident education and is associated with increased engagement and improved performance using validated knowledge-assessment tools.

The ACGME Duty Hour Standards and Board Certification Examination Performance Trends in Surgical Specialties

Duty hour limitations initiated by the Accreditation Council for Graduate Medical Education (ACGME) in 2003 could improve resident education in surgical specialties. The purpose of this study was to evaluate national surgical board examination performance and its relationship to the ACGME duty hour standards. In this retrospective cohort study, electronically published website content was evaluated for examination statistics for the 10 surgical boards in the American Board of Medical Specialties. To evaluate examination trends over time, we performed simple linear regression. We also performed interrupted time series analyses, using segmented logistic regression. The secondary analyses consisted of a χ(2) test of passing and failing examinees before and after 2003. All statistics used α = .05. There were 8 of 10 (80%) surgical boards with examinations that met inclusion criteria and a total of 72 482 unique examination results. Of the 16 examinations evaluated (50% written, 50% oral), 13 (81%) had either significant pass rate trends on regression analyses and/or a significant pre-post pass rate surrounding the initiation of the ACGME duty hour standards in 2003 in the secondary analysis (P < .05). There are both increasing examination pass rates and some downward trends in examination performance on surgical board examinations since the initiation of the ACGME duty hour standards in 2003. The etiology of these trends is unclear, but trends are important to know for individual examinees, residency training programs, and surgical boards.

Learning and Study Strategies Inventory subtests and factors as predictors of National Board of Chiropractic Examiners Part 1 examination performance.

This study was designed to extend research on the relationship between chiropractic students' learning and study strategies and national board examination performance. Sixty-nine first trimester chiropractic students self-administered the Learning and Study Strategies Inventory (LASSI). Linear trends tests (for continuous variables) and Mantel-Haenszel trend tests (for categorical variables) were utilized to determine if the 10 LASSI subtests and 3 factors predicted low, medium and high levels of National Board of Chiropractic Examiners (NBCE) Part 1 scores. Multiple regression was performed to predict overall mean NBCE examination scores using the 3 LASSI factors as predictor variables. Four LASSI subtests (Anxiety, Concentration, Selecting Main Ideas, Test Strategies) and one factor (Goal Orientation) were significantly associated with NBCE examination levels. One factor (Goal Orientation) was a significant predictor of overall mean NBCE examination performance. Learning and study strategies are predictive of NBCE Part 1 examination performance in chiropractic students. The current study found LASSI subtests Anxiety, Concentration, Selecting Main Ideas, and Test Strategies, and the Goal-Orientation factor to be significant predictors of NBCE scores. The LASSI may be useful to educators in preparing students for academic success. Further research is warranted to explore the effects of learning and study strategies training on GPA and NBCE performance.

Achievement Tests and their Relevance to Examination Performance of Nursing Graduates

This study determined the relevance of achievement tests on the academic and board examination performance of the University of Cebu College of Nursing Graduates who took the board examination for the first time last December 2010. A descriptive correlational research design was utilized by the researchers. Permission to conduct was obtained as well as the informed consent signed by the respondents to gain access of their tests scores. The data retrieved were the entrance tests prior to acceptance in the College last school year 2005, the average academic grades of the nursing graduates on their Nursing Care Management subjects, Nursing Research subjects and their board examination result. As to the entrance examination results, 35.56% have below average IQ, 48.39% have below average rating in Arithmetic, 60.22% have below average reading comprehension, 59.14% have fair academic performance and 70.97% passed the board exam. Moreover, the IQ and board exam performance with value of 3.84 have significant relationship as well as the reading comprehension and board exam performance with a value of 5.99. Furthermore, it was concluded that the achievement tests have no significant relationship with the academic performance. However, the IQ and reading comprehension has significant relationship with board exam performance.

Predictors of Nursing Board Examination Performance

This study determines if the UNP College Admission Test (UNP CAT), Nursing Aplitude Test (NAT) and academic performance are significant predictors of the Nursing Board Examination Performance of the graduates of the University of Northern Philippines for the period 2006-2009. The descriptive-correlational method of research was employed with documentary analysis as primary tool for data gathering. The respondents consisted of the 750 Bachelor of Science in nursing graduates, who were first takers of the Nursing Board Examination. Data were analyzed through frequency, percentage and multiple regression analysis. Majority of the Nursing graduates performed at a good level in the UNP-CAT, and at a very good level in their academics. Most performed at an average passed level in the NAT, and majority, at a fair level, in the Nursing Board Examination. The UNP-CAT, NAT and academic performance, taken singly and as a whole are significant predictors of performance in the Nursing Board Examination. Students who perform better in the UNP-CAT, NAT, and in their academics tend to perform better in the Nursing Board Examination. Academic performance as the best predictor underscores the importance of the kind of education and training the university provides to its student try.

The Utility of Pre-Residency Standardized Tests for Anesthesiology Resident Selection

The resident selection process could be improved if United States Medical Licensing Examination (USMLE) scores obtained during residency application were found to predict success on the American Board of Anesthesiology (ABA) written examination (part 1). In this study, we compared USMLE performance during medical school to anesthesiology residency standardized examination performance. Sixty-nine anesthesiology residents' USMLE, ABA/American Society of Anesthesiologists (ASA) In-Training Examination, and ABA written board examination (part 1) scores were compared. Linear regression, adjusted Pearson partial correlation, multiple regression, and analysis of variance were used to cross-correlate pre-residency and intra-residency scores. Residents' school of medicine location and year of graduation were noted. Both USMLE step 1 and step 2 Clinical Knowledge examinations correlated significantly with all intra-residency standardized tests. Averaged step 1 and step 2 USMLE score correlated to ABA written examination (part 1) score with a slope of 0.72 and r of 0.48 (P = 0.001). The USMLE is a significant predictor of residency ABA/ASA In-Training Examination and ABA written examination performance in anesthesiology. Our program has significantly increased its average written board examination performance while increasing the relative importance of USMLE in resident selection.

The Development and Implementation of an Online Applied Biochemistry Bridge Course for a Dental Hygiene Curriculum

This article describes a curricular change project designed to improve instruction in biochemistry. After years of unsatisfactory outcomes from a dental hygiene biochemistry course, a decision was made to change the traditional lecture-based course to an online format. Using online technology and principles of educational pedagogy, a course was developed that fosters application of biomaterials principles to dental hygiene practice and provides a bridge between prerequisite chemistry coursework and biochemistry in a health professions program. Members of the dental hygiene graduating Classes of 2007 and 2008 participated in the revised course. The outcome measures used to assess the effectiveness of the revised course were student end-of-semester course evaluations, graduating senior survey results, student course performance, and National Board examination performance. While the results are based on only two classes, the positive outcomes suggest that the revision was a worthwhile endeavor. The use of technology in teaching holds the potential for solving many of the curriculum and instruction issues currently under discussion: overcrowding of the curriculum, lack of active learning methods, and basic sciences taught in isolation from the rest of the curriculum. It is hoped that the results of this change will be helpful to other faculty members seeking curricular change and innovation.

Continuing medical education activity and American Board of Surgery examination performance.

Surgical knowledge is the basis of successful clinical problem solving, so is thought to be an important component of overall clinical ability. Continuing medical education (CME) reinforces basic knowledge and provides exposure to new knowledge within a field. Specialty board examination performance measures this knowledge but few studies have investigated a link between such performance and CME activity. This study assessed that link on the American Board of Surgery Recertification Examination. The study sample comprised 278 randomly chosen applicants for the 2000 examination. Study variables included practice type, career activity, age, gender, other Board certifications, examination attempts, community size, geographic region, nationality, and ethnicity. The study sample was remarkably similar to the total candidate cohort with regard to study variables. Of the 245 sample Diplomates who took the Recertification Examination, 10.2% failed. The Pass group reported 53% more total CME hours and 38% more Category I CME hours than the Fail group. The vast majority of Category I activities were surgical, clinical. Analyzed by quartiles of total CME hours, the failure rate was only 3.4% for the highest quartile but 25.8% for the lowest quartile. For Category I hours, respective failure rates were 4.8% and 19.4%. When further stratified by practice type, the failure rate of those in solo practice was 6% for those in the highest quartile of total CME hours and 37% for those in the lowest quartile. For Category I hours, the respective failure rates were 0% and 31%. There is a strong relationship between CME activity and performance on the American Board of Surgery Recertification Examination. Low CME activity and practice type appear to be independent risk factors for examination failure. The relationship of these findings to patient care outcomes has important implications.

Surgical caseload in army general surgery programs: A 10-year retrospective

PURPOSE: Over the past decade, the Army Medical Department (AMEDD) has been affected by a military-wide drawdown. The volume and acuity of patients appears to be declining, raising questions regarding quantity and quality in Army surgical training programs. The purpose of this study is to examine the caseloads of Army general surgery programs compared with national averages, and to compare the board examination performance of Army residents with national pass rates. METHODS: The program directors of all 6 Army training programs were requested to submit resident caseloads and performance on qualifying and certifying examinations from 1990 to 2000. The Accreditation Council for Graduate Medical Education (ACGME) and the American Board of Surgery (ABS) provided resident statistics summaries and board examination statistics, respectively, for the same period. Total caseloads, chief resident cases, performance in defined categories, and board pass rates of military residents were compared with national averages. RESULTS: Four of the 6 programs submitted the requested data. The average caseload for Army residents, both total and chief residents, has been lower than the national average over the past decade. Nationally, total case numbers have gradually increased while military changes have been variable. The number of chief resident cases has trended steadily downward in Army programs at a rate exceeding the national average. The volume of procedures in endoscopy, thoracic, and breast surgery in the Army generally exceeds those recorded outside of the military. Despite the decline in surgical cases in the military, the pass rates in both the certifying and qualifying examinations among Army graduates have been consistently higher than the national average. CONCLUSIONS: Residents who train in Army programs perform fewer operative cases than do their counterparts in civilian programs. The downward trend in the number of chief resident cases over the last 10 years is likely reflective of the changes in military medicine. Despite these trends, Army residency graduates continue to exceed national performance averages on the ABS qualifying and certifying examinations.