Board Pass Research Articles

Using Osteopathic Medical School Institutional Data to Establish the Correlation Between Academic Performance and First-Time Board Pass Rates to Develop Academic Interventions for Students at Risk of First Board Failure.

The rapid increase in the number of osteopathic medical schools creates a highly competitive medical school environment as each osteopathic medical school seeks to enroll top-performing students. This results in osteopathic colleges' need to be innovative in the academic support interventions they provide to help increase their student's chances of successfully passing their Comprehensive Osteopathic Medical Licensing Exam (COMLEX) level 1 and 2 board exams on their first attempt. A correlation analysis was performed of the Alabama College of Osteopathic Medicine's (ACOM) class of 2024's (188 students) pre-matriculation metrics, including Grade Point Average(GPA), Science Grade Point Average (SGPA), and Medical College Admissions Test (MCAT), performance in each course, and on two specific exams to determine if causality or correlation existed between these variables and first-time Comprehensive Osteopathic Medical Licensing Exam (COMLEX) level 1 and level 2 pass rates. Using the Spearman correlation (significant at the p<0.01 level) reveals that, if a student was in the lowest quartile in any of the following courses, they were at risk of failing COMLEX level 1: medical biochemistry (00.156), neuroanatomy (00.168), cardiology (00.275), renal (00.176), respiratory (00.235), or gastrointestinal (00.209). The lowest quartile performance in neuroanatomy (00.228) and gastrointestinal (00.154 - significant at the p<0.05 level) correlates to a first-time failure of COMLEX level 2. Specific Interventions have been developed for students in the lowest quartile of the courses identified in the findings of the institutional data analysis to better prepare them to pass the COMLEX level 1 and level 2 board exams.

Exploring the content of epilepsy fellowship program websites: an analysis of information available to applicants

BackgroundProgram websites are essential resources in the process of residency and fellowship application. We evaluated the information furnished on these resources by Epilepsy fellowship programs. The extent of information provided was compared across geographic zones, academic affiliation, and national ranking.MethodsA list of Epilepsy fellowship programs was derived from the Fellowship and Residency Electronic Interactive Database (FREIDA). Links to program websites were obtained directly from FREIDA or using Google’s search engine. Online data was categorized to reflect program information, education, recruitment, compensation, epilepsy center-specific information, and social media presence. Data points under each category were collected to develop a standardized scoring system. The frequency of criterion present was compared across geographic zones, academic affiliation, and national ranking using parametric and non-parametric statistical tests. Significance was determined at a p-value ≤ 0.05 for all cases. The study utilized IBM SPSS version 28 and Python 3.11.3.ResultsWe analyzed 80 Epilepsy fellowship programs. The most reported feature was the program director’s name and email (100.0%). The least reported features included board pass rates (1.3%), preparatory boot camp (8.8%), and post-fellowship placements (11.3%). Programs were found to be well-represented on X (88.8%), Facebook (81.3%), and Instagram (71.3%). Most (85.0%) of the programs were searchable through Google. The scores for program information, education, recruitment, compensation, epilepsy center-specific information, and social media visibility did not significantly vary based on location, academic affiliation, or rank status.ConclusionsOur results demonstrate that despite an online presence, there is much room for improvement in the content available to the applicant. To improve the Match process and attract a roster of well-informed fellows, Epilepsy fellowship programs should furnish program websites with up-to-date information relevant to program information, education, recruitment, compensation, and epilepsy center-specific information.

Simulation in admissions interviews: applicant experiences and programmatic performance prediction Simulation dans les entrevues d'admission : expériences des candidats et prédiction du rendement au sein des programmes de formation.

Admissions interviews are frequently used to assess personal and interpersonal attributes required for successful medical practice. Using simulation in interviews to engage applicants in realistic medical scenarios to assess these attributes is novel. This study evaluates applicant perceptions of simulation within multiple mini-interviews (MMI) and reports on subsequent student program performance. Physician assistant (PA) program applicants were invited to complete an anonymous post-interview survey that included one free-response question about their admissions experience. We chose to qualitatively analyze the free-response question. Additionally, success metrics of students who experienced simulation-based MMI were compared to prior cohorts who were admitted using traditional interviews. Applicants undergoing simulation-based interviews in MMI had decreased incidences of major professionalism events, greater on-time program progression, and similar board pass rates compared to applicants who experienced traditional interviews. Several themes, highlighting the applicants' varied responses to the simulation-based MMI, emerged including showcasing strengths and passion, feelings of fairness, accessing program faculty, and impacts on certainty. The use of simulation in admissions interviews is a valuable tool for assessing an applicant's personal attributes in a clinical setting. Applicants admitted using simulation had improved programmatic performance compared to applicants admitted using traditional interviews. Applicants' perceptions of simulation in interviews are helpful when designing the admissions experience.

Best practices in online/distance pharmacy practice course didactic instruction

AbstractThis commentary provides an overview of the current literature and best practices for online learning and assessment within the didactic curriculum of pharmacy education, building on the 2022 ACCP commentary addressing remote experiential learning. Lessons learned from online delivery of curricula and best practices for programs to create the optimal online learning environment for students are reviewed. Although benefits of online learning have been found, such as flexibility, convenience, and efficient use of time, with similar short‐term student performance, the potential long‐term implications on pharmacy students are not fully known, particularly concerning board pass rates, job attainment, and knowledge/skills application in the workplace. This commentary reviews and recommends the types of teaching modalities that align best with an online format for knowledge acquisition and student satisfaction. The most challenging part of didactic curricula to teach remotely is skills development. Proficiency in skills (e.g., compounding preparations or physical assessment) is best evaluated in person to promote student self‐confidence in pharmacy practice and patient care. This commentary reviews the needed components for designing quality online courses, all in the context of remembering the significance of instructor engagement. The commentary also discusses the importance of bidirectional feedback for the instructor and student and the deliberate use of formative assessments of learning to gauge student performance. A review of online summative and high‐stakes assessments is included with a focus on ensuring academic integrity while also minimizing any impact on student performance and anxiety. As pharmacy education has learned from the experiences with the COVID‐19 transition to online learning, consideration should be given to best practices regarding when and how to use online modalities to teach students and foster student learning. Regardless of the format, courses should engage the student and instructor and be evaluated routinely to promote achievement of learning outcomes.

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

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

Institutional dynamics in board pass rates: Examining accreditation compliance and its mediators

This multiple mediation analysis explores the relationship between accreditation compliance and board pass rates, mediated by management of school resources, quality of academic programs, and student engagement, among the selected Local Universities and Colleges (LUC) in the Philippines. Anchored in the Institutional Theory, the study delves into the impact of the Association of Local Colleges and Universities Commission on Accreditation (ALCUCOA) compliance across diverse institutions, examining its nine accreditation areas as stringent evaluators of predetermined standards. The results highlight the significant influence of accreditation compliance on board pass rates, particularly at higher standards and underscores the positive impact of effective management of school resources and quality academic programs. Furthermore, it emphasizes the importance of student engagement in achieving favorable outcomes. The full model underscores their interconnectedness, explaining 44.0% of the variability in board pass rates. These values highlight the profound influence of accreditation compliance and its mediating factors on academic outcomes, emphasizing the need for institutions to strategically uphold and enhance accreditation standards. Implications for institutions include the importance of strategic accreditation planning, resource management enhancement, quality academic program development, fostering student engagement, and comprehensive accreditation training.

RESPONSE: Declining Cardiology Board Pass Rates: The Lingering Effects of COVID?

RESPONSE: Declining Cardiology Board Pass Rates: The Lingering Effects of COVID?

The devil's in the details: Exploring historically low board pass rates in Blood Banking/Transfusion Medicine.

The devil's in the details: Exploring historically low board pass rates in Blood Banking/Transfusion Medicine.

Evidence for an adverse impact of remote readouts on radiology resident productivity: Implications for training and clinical practice.

After their rapid adoption at the onset of the coronavirus pandemic, remote case reviews (remote readouts) between diagnostic radiology residents and their attendings have persisted in an increasingly remote workforce, despite relaxing social distancing guidelines. Our objective was to evaluate the impact of the transition to remote readouts on resident case volumes after the recovery of institutional volumes. We tabulated radiology reports co-authored by first-to-third-year radiology residents (R1-R3) between July 1 and December 31 of the first pandemic year, 2020, and compared to the prior two pre-pandemic years. Half-years were analyzed because institutional volumes recovered by July 2020. Resident volumes were normalized to rotations, which were in divisions categorized by the location of the supervising faculty during the pandemic period; in 'remote' divisions, all faculty worked off-site, whereas 'hybrid' divisions had a mix of attendings working on-site and remotely. All residents worked on-site. Data analysis was performed with Student's t test and multivariate linear regression. The largest drops in total case volume occurred in the two remote divisions (38% [6,086 to 3,788], and 26% [11,046 to 8,149]). None of the hybrid divisions with both in-person and remote supervision decreased by more than 5%. With multivariate regression, a resident assigned to a standardized remote rotation in 2020 would complete 32% (253 to 172) fewer studies than in identical pre-pandemic rotations (coefficent of -81.6, p = .005) but would be similar for hybrid rotations. R1 residents would be expected to interpret 40% fewer (180 to 108) cases on remote rotations during the pandemic (coefficient of -72.3, p = .007). No significant effect was seen for R2 or R3 residents (p = .099 and p = .29, respectively). Radiology residents interpreted fewer studies during remote rotations than on hybrid rotations that included in-person readouts. As resident case volume is correlated with clinical performance and board pass rate, monitoring the readout model for downstream educational effects is essential. Until evidence shows that educational outcomes remain unchanged, radiology residencies may wish to preserve in-person resident readouts, particularly for junior residents.

Assessing the Impact of the COVID-19 Pandemic on Training at the MD Anderson Cancer Center Anatomical Pathology Fellowship Program.

To provide high-quality, safe training during the COVID-19 pandemic, our anatomic pathology fellowship program implemented a hybrid virtual/in-person training model with supplemental digital material. To evaluate the impact of this model. We examined Accreditation Council for Graduate Medical Education survey results and board pass rates for fellows before the pandemic (group 1); during the pandemic peak (group 2); and early and late after the pandemic peak (groups 3 and 4). Additionally, we distributed an online survey, including questions related to performance as attending physicians and fellowship experience, to recent graduates. Information loss during handover, supervision and teaching by faculty, and having at least 4 free days a month exhibited the greatest score declines between group 1 and groups 2, 3, and 4 on the Accreditation Council for Graduate Medical Education surveys. No differences were seen in board passing rates between groups. The groups did not differ in responses regarding preparation for role as attending, confidence in role as attending, or overall impression of the fellowship program. The pandemic-affected groups responded more positively on the perceived utility of supplemental digital material, impact of digital pathology on quality of education, and impact of supplemental digital material on familiarity with digital pathology. The difference was particularly large between group 1 and combined groups 3 and 4. Despite the limitations noted, the hybrid training model was effective and successfully prepared fellows for their role as attending physicians. Similar studies can be informative for the implementation of similar programs or for the meaningful integration of digital pathology into training curricula.

Factors influencing applicants' rank order in the Genetic Counseling Admissions Match.

Previous studies have identified factors that influence genetic counseling applicants' decisions to initially apply to certain schools. However, research on the factors that influence their Genetic Counseling Admissions Match (GCAM) rank order preferences are limited. The purpose of this study was to investigate these factors via an online survey sent to current students and recent graduates who participated in the GCAM. Participants (N = 415) were asked to rank factors within six categories (faculty, students, didactic curriculum, clinical training, cost of attendance, and general program information) on a 7-point Likert scale. Factors related to clinical training were most influential to applicants (M = 5.68), while factors related to didactic training were least influential to applicants (M = 4.63). Several significant differences existed between underrepresented and overrepresented applicants; overrepresented was defined as White, non-Hispanic female. Underrepresented applicants were more influenced by the diversity of program faculty (p = 0.016), students (p ≤ 0.001), and the location/patient population (p = 0.003), while overrepresented applicants are more influenced by program graduation and board pass rates (p = 0.021). The results of our study suggest that GCAM rank preferences are influenced by a large number of factors. Additionally, by demonstrating significant differences in the influence of program diversity on underrepresented applicants, the results of our study suggest that JEDI efforts of genetic counseling training programs should continue to be an area of focus, in order to create a more welcoming environment for all students and to further diversify the genetic counseling profession.

Cross-Sectional Content Evaluation of Spinal Cord Injury Medicine Fellowship Websites.

This study evaluated the quality and accessibility of the websites of the Spinal Cord Injury Medicine (SCIM) fellowship programs to identify potential areas for improvement for future applicants. Twenty-four SCIM fellowship program websites were analyzed based on 44 predetermined criteria: website accessibility, education, research, recruitment, and incentives. This study found that many evaluated websites needed more information on didactics, educational resources, evaluation criteria, call requirements, schedules, and expected caseloads, which could lead to an incomplete understanding of the fellowship program. Additionally, more information on education and research can be needed for applicants to adequately compare programs and make informed decisions about which programs to apply to. Information about the selection process, current board pass rates, mentorship opportunities, technology/simulation, and alumni was limited across several evaluated websites. Incentives, fellow wellness, and harassment policies were also found to be insufficient or absent. The study emphasizes that SCIM fellowship programs should provide comprehensive and accurate information on their websites to facilitate applicants in choosing the program that aligns best with their professional goals. Including detailed and accurate information regarding general program qualities, educational and research opportunities, recruitment, and incentive data will provide prospective applicants with a holistic understanding of the program. By providing detailed and transparent information on their websites, SCIM fellowships can attract more qualified applicants and enhance the applicant pool, ultimately improving the quality of their program.

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.

"Make Me a Match": All-In and Other Trends in the Nephrology Match.

"Make Me a Match": All-In and Other Trends in the Nephrology Match.

Competing Incentives: For-Profit Hospitals Add Complexity to Graduate Medical Education (Commentary).

Competing Incentives: For-Profit Hospitals Add Complexity to Graduate Medical Education (Commentary).

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.

Evaluation of the accessibility and content of urology residency websites.

Students applying for urology residency often have limited resources for obtaining information on prospective programs. Applicants commonly rely on institutional websites to compare program elements. The information on these websites can attract or deter applicants and can have a major impact on application costs, rank lists, and career goals. The objective of this study was to determine the accessibility and content of urology residency program websites. A list of accredited urology residency programs was obtained from the American Urological Association residency directory in 2020. A total of 141 program websites were evaluated for the presence of 53 criteria, which were categorized into five groups: Personnel information, applicant information, program information, training/research, and resident benefits. Residencies lacking an available website or functional links were excluded from the study. Of the 53 criteria analyzed, only 24 were featured on more than 50% of the websites. Less than 10% of the programs had available information regarding resident contact information (5.67%), alumni contact information (2.84%), frequently asked questions (9.22%), electives (9.93%), night float (5.67%), and board pass rates (5.67%). The three factors most commonly available included program description (100%), coordinator contact information (88.65%), and clinical sites (87.94%). None of the 141 programs had all 53 criteria available on their website. The majority of current urology residency websites may lack the accessibility and content necessary for candidates to make application decisions for desired programs. Residency programs should consider revising their websites to enhance resident recruitment and facilitate applicants' decision-making process.

Homeward Bound: A Comparison of Resident Case Volume on Home-Read Workstations and On-Site During the COVID-19Pandemic.

Homeward Bound: A Comparison of Resident Case Volume on Home-Read Workstations and On-Site During the COVID-19Pandemic.

Assessing Content of Accredited Colon and Rectal Surgery Fellowship Websites: Is there Adequate Information for Applicants?

Electronic information is a vital resource used by fellowship applicants. This study aimed to assess the completeness of colon and rectal surgery (CRS) fellowship program online information. Program information on the Association of Program Directors for Colon and Rectal Surgery (APDCRS) website as well as each institutional website was evaluated based on templated criteria. Sixty-eight accredited fellowship programs were identified. Six (9%) programs had complete profiles on the APDCRS platform, with an average of 3.5 details completed per program. Sixty-two (91%) websites were easily accessible. None of these contained all 28 criteria assessed and 47 (69%) contained less than half of assessed content. The most common data point was fellowship program description (96%), while board pass rate (1%) was the least common. Most CRS fellowship websites were grossly incomplete. Electronically available information is vital to fellowship applicants, and programs should try to provide easily accessible information about their program.

Identifying Correlations Between First-Time General Surgery Oral Board Pass Rates and Institutional Resources

Identifying Correlations Between First-Time General Surgery Oral Board Pass Rates and Institutional Resources