Diploma Examination Research Articles

Creating a postgraduate syllabus for a team care diploma examination: a Delphi study

ObjectivesThere is no agreed standard assessment of the minimum knowledge and skills that are required to provide healthcare to participants in individual or team sports. This study aims to develop...

Does Google's Bard Chatbot perform better than ChatGPT on the European hand surgery exam?

According to a previous research, the chatbot ChatGPT® V3.5 was unable to pass the first part of the European Board of Hand Surgery (EBHS) diploma examination. This study aimed to investigate whether Google's chatbot Bard® would have superior performance compared to ChatGPT on the EBHS diploma examination. Chatbots were asked to answer 18 EBHS multiple choice questions (MCQs) published in the Journal of Hand Surgery (European Volume) in five trials (A1 to A5). After A3, chatbots received correct answers, and after A4, incorrect answers. Consequently, their ability to modify their response was measured and compared. Bard® scored 3/18 (A1), 1/18 (A2), 4/18 (A3) and 2/18 (A4 and A5). The average percentage of correct answers was 61.1% for A1, 62.2% for A2, 64.4% for A3, 65.6% for A4, 63.3% for A5 and 63.3% for all trials combined. Agreement was moderate from A1 to A5 (kappa = 0.62 (IC95% = [0.51; 0.73])) as well as from A1 to A3 (kappa = 0.60 (IC95% = [0.47; 0.74])). The formulation of Bard® responses was homogeneous, but its learning capacity is still developing. The main hypothesis of our study was not proved since Bard did not score significantly higher than ChatGPT when answering the MCQs of the EBHS diploma exam.In conclusion, neither ChatGPT® nor Bard®, in their current versions, can pass the first part of the EBHS diploma exam.

Cataract surgical training in Europe: European Board of Ophthalmology survey.

To survey recently graduated European ophthalmologists concerning cataract surgery (CS) training opportunities. Countries affiliated to the European Board of Ophthalmology (EBO). Cross-sectional study of anonymous survey results. A 23-question online survey was emailed to candidates who sat the EBO Diploma Examination as residents between 2018 and 2022. 821 ophthalmologists from 30 countries completed the survey. The mean residency duration was 4.73 (SD 0.9) years. The mean reported number of entire CS procedures performed was 80.7 (SD 100.6) at the end of residency, but more than 25% of respondents (n = 210) had received no live CS training during their residency. The self-confidence (scale, 1 to 10) to perform a simple case or challenging case, manage posterior capsular rupture, and realize a corneal stitch were rated 4.1, 3.2, 4.2, 2.4, respectively. We observed extensive variation in clinical exposure to CS and self-reported confidence to perform CS between European trainees. Females reported a mean of 18% fewer entire procedures than their male colleagues and were also less confident in their surgical skills (P < .05). Trainees in residency programs longer than 5 years performed fewer procedures and were less confident than trainees in residences of shorter duration (P < .001). The importance of fellowships to complete surgical education was rated 7.7 out of 10. CS training across European countries lacks harmony. Female ophthalmology trainees continue, as in other specialties, to experience apparent gender bias. European level recommendations seem necessary to raise and harmonize competency-based CS training programs and promote post-residency fellowship training programs.

European Board of Hand Surgery Diploma Examination 2021.

European Board of Hand Surgery Diploma Examination 2021.

Educating students during a pandemic in the light of research

The topic of this article is the research that was carried out at the Opole University of Management and Administration during the pandemic. The aim of the research was to answer the question whether and to what extent the COVID-19 pandemic affected the completion of studies by students of the Opole University of Management and Administration. The analysis included the assessment of students from the last semester in the academic year 2018/2019 (before the COVID-19 pandemic) and 2019/2020 (during the COVID-19 pandemic), as well as the results from the diploma examination, the coefficient of similarity of the works to others in the uniform anti-plagiarism system and the planned date of taking the final examination. The research was conducted using the data analysis method. The results showed that the students who were supposed to graduate in the time when the pandemic started, much more often than their predecessors did not take the final examination and were not able to finish writing their diploma papers. Additionally, they had lower grades in their practical subjects.

European Board of Hand Surgery Diploma Examination 2020 (14–15 November 2020, Online event)

European Board of Hand Surgery Diploma Examination 2020 (14–15 November 2020, Online event)

European Board of Hand Surgery Diploma Examination 2019 (16-17 June 2019, Berlin, Germany).

European Board of Hand Surgery Diploma Examination 2019 (16-17 June 2019, Berlin, Germany).

Diploma examination technologies’ variability in the medical college during the COVID-19 pandemic in 2020

Diploma examination technologies’ variability in the medical college during the COVID-19 pandemic in 2020

European Board of Hand Surgery Diploma Examination 2018 (11-12th June, 2018, Copenhagen, Denmark).

European Board of Hand Surgery Diploma Examination 2018 (11-12th June, 2018, Copenhagen, Denmark).

European Board of Hand Surgery Diploma Examination 2017 (19-20th June, 2017, Budapest, Hungary).

European Board of Hand Surgery Diploma Examination 2017 (19-20th June, 2017, Budapest, Hungary).

Factors associated with success in the oral part of the European Diploma in Intensive Care.

The oral part of European Diploma in Intensive Care diploma examinations changed in 2013 into an objective structured clinical examination-type exam. This step was undertaken to provide a fair and reproducible clinical exam. All candidates face identical questions with predefined correct answers simultaneously in seven high throughput exam centres on the same day. We describe the factors that are associated with success in part 2 European Diploma in Intensive Care exam. We prospectively collected self-reported data from all candidates sitting European Diploma in Intensive Care part 2 in 2015, namely demographics, professional background and attendance to a European Diploma in Intensive Care part 2 or generic objective structured clinical examination preparatory courses. After testing association with success (with cutoff at p < 0.10) and co-linearity of these factors as independent variables, we performed a multivariate logistical analysis, with binary exam outcome (pass/fail) as the dependent variable. Structural equation modelling was used to gain further insight into relations among determinants of success in the oral part of the European Diploma in Intensive Care. Out of 427 candidates sitting the exam, completed data from 341 (80%) were available for analysis. The following candidates' factors were associated with increased chance of success: English as native language (odds ratio 4.3 (95% CI 1.7-10.7)), use of Patient-centred Acute Care Training e-learning programme module (odds ratios 2.0 (1.2-3.3)), working in an EU country (odds ratios 2.5 (1.5-4.3)), and better results in the written part of the European Diploma in Intensive Care (for each additional SD of 6.1 points odds ratios 1.9 (1.4-2.4)). Chance of success in the European Diploma in Intensive Care 2 decreased with increased candidates 'age (for each additional SD of 5.5 years odds ratios 0.67 (0.51-0.87)). Exam centres (7 in total) could be clustered into 3 groups with similar success rates. There were significant differences in exam outcomes among these 3 groups of exam centres even after adjustment to known candidates' factors (G1 vs G2 odds ratios 2.4 (1.4-4.1); G1 vs G3 odds ratios 9.7 (4.0-23.1) and G2 vs G3 odds ratios 3.9 (1.7-9.2)). A short data collection period (only one year) and 20% of missing candidates' data are the main limitations of this study. Younger age, English as native language, better results in written part of the exam, working at a European country and the use of PACT for preparation, were factors associated with success in the oral part of the European Diploma in Intensive Care exam. Despite the limitations of this study, the differences in outcome among the exam centres will need further investigation.

European Board of Hand Surgery Diploma Examination 2016 (20-21 June, 2016, Santander, Spain)

European Board of Hand Surgery Diploma Examination 2016 (20-21 June, 2016, Santander, Spain)

How can we improve?

SummaryHow can we improve glaucoma training in Europe?In Europe teaching and training in ophthalmology is very heterogenous. The EBO (European Board of Ophthalmology), as the official educational working body of the UEMS has gained respect in working on improvement of standards in the field of general ophthalmology by organizing a yearly EBO exam and providing to successful candidates the FEBO – diploma. Recently EBO has introduced the project of Fellow of the European Board of Ophthalmology Subspecialty Diploma (FEBOS) examinations. The EGS was the first European society invited to actively take the lead in organizing and chairing FEBOS examinations in Glaucoma. While EBO remains the ‘umbrella organization’, EGS has received the responsibility to determine clear eligibility criteria for candidates to sit the exam. Among other documents, EGS has elaborated a detailed log‐book, requirements defined as ‘mandatory’ or ‘suggested’ in theoretical and clinical knowledge. By setting these requirements reflecting high standards of knowledge in the field of glaucoma EGS aspires to influence in future fellowship‐programs in glaucoma‐teaching centers in Europe.

Procedural aspects of the organization of the comprehensive European Board of Ophthalmology Diploma examination.

The comprehensive European Board of Ophthalmology Diploma (EBOD) examination is one of 38 European medical specialty examinations. This review aims at disclosing the specific procedures and content of the EBOD examination. It is a descriptive study summarizing the present organization of the EBOD examination. It is the 3rd largest European postgraduate medical assessment after anaesthesiology and cardiology. The master language is English for the Part 1 written test (knowledge test with 52 modified type X multiple-choice questions) (in the past the written test was also available in French and German). Ophthalmology training of minimum 4 years in a full or associated European Union of Medical Specialists (UEMS) member state is a prerequisite. Problem-solving skills are tested in the Part 2 oral assessment, which is a viva of 4 subjects conducted in English with support for native language whenever feasible. The comprehensive EBOD examination is one of the leading examinations organized by UEMS European Boards or Specialist Sections from the point of number of examinees, item banking, and item contents.

Introduction of subspecialty examinations by the European Board of Ophthalmology (EBO) in close collaboration with European Subspecialty Ophthalmological Societies: FEBO‐SA

The European Board of Ophthalmology (EBO) aims to establish common European standards in ophthalmology. The comprehensive EBO Diploma (EBOD) examination has been officially used since 1995 by an increasing number of European countries to assess the level of education in ophthalmology of their residents at the end of their training. The current comprehensive EBOD examination ensures a minimum standard of knowledge. We present an update on the EBO plans to establish a subspecialty advanced EBOD (AdEBOD) examination in order to award ophthalmologists who complete subspecialty training with formal recognition of their expertise. The purpose, structure and process of the AdEBOD examination are presented.

EBO‐EGS exam in glaucoma; our first experience in 2015?

SummaryThe main goal of the EBO is to harmonize education and training in general ophthalmology within Europe and the main tool is the comprehensive EBO Diploma examination, organized annually since 1995, awarding successful candidates the title of the Fellow of the European Board of Ophthalmology (FEBO). More recently the EBO has established a Subspecialty European Board of Ophthalmology Diploma Examination with the goal to increase standards of knowledge and care in various subspecialties. The EBO is realising this goal by close collaboration with different European ophthalmological subspecialty societies who are actively taking part in the organization and realization of the EBO Subspecialty Examinations allowing an official and standardized evaluation and awarding of knowledge in various specialties.The first of these subspecialty examinations to be introduced is in the field of glaucoma and is developed in close collaboration with the European Glaucoma Society (EGS). The goals, the organisation and requirements to sit the subspecialty exam as well as the first experience with the FEBO‐Glaucoma exam and Diploma will be presented.

The link with the EBO: the glaucoma subspecialty diploma

SummaryThe EBO has gained worldwide respect for its efforts on harmonizing education and training in general ophthalmology within Europe. The comprehensive EBO Diploma examination, awards successful candidates the title of the Fellow of the European Board of Ophthalmology (FEBO), and is the most evident result of such efforts. More recently the EBO has established a Subspecialty European Board of Ophthalmology Diploma Examination (FEBOS) with the goal to increase standards of knowledge and care in various subspecialties. The first of these subspecialty examinations to be introduced is in the field of glaucoma and is developed in close collaboration with the European Glaucoma Society (EGS). The FEBOS‐Glaucoma examination and diploma represent a logical continuation of the efforts in providing sustainable education and glaucoma care within Europe led by the EGS.The goals, the organisation and requirements to sit the subspecialty exam as well as the first experience with the FEBO‐Glaucoma exam and Diploma will be presented.

Influencing the job market by the quality of graduates--a biomedical engineering example.

Academic teaching of a new discipline, besides its contents and formal issues, requires participation of the university in development of a target job market. This was the case of biomedical engineering in Poland ten years ago. This paper presents examples of activities, taken up by our university in cooperation with prospective employers, and evaluated with a help of our first alumni. The evaluation survey shows that despite the immature job market, the number of graduates employed accordingly to their education systematically raises each year from 72,5% in 2011 to 93,8% in 2013. Another interesting result is the distribution of job searching period: 19.2% of graduates were already employed before the graduation, further 23.1% found their job in less than one month after the diploma examination and another 28.8% in less than three months. The paper also highlights the role the former graduates play in motivating teachers and students to efforts towards a better educational outcome.

The European Board of Hand Surgery Diploma Examination 2014.

The European Board of Hand Surgery Diploma Examination 2014.

An outcome based curriculum for postgraduate training in Forensic Medicine in Sri Lanka: four new learning outcomes

Postgraduate education, training and assessment in Forensic Medicine in Sri Lanka are conducted by the Postgraduate Institute of Medicine, University of Colombo (PGIM). This local training program commenced about three decades ago in order to prepare trainees for the diploma and MD examinations in Forensic Medicine. The basic structure of this programme has remained relatively unchanged over the years except for a few minor modifications. In keeping with the current recommendations of the PGIM and based on best evidence medical education (BEME) the Board of study in forensic medicine has designed an outcome based postgraduate curriculum with changes to the training programme. The new programme is aimed at producing specialists who will meet accepted universal standards. The purpose of this paper is to explain the need for a change, outline how the learning outcomes were identified, and highlight the training pertaining to four new learning outcomes. The experience of the author in the design and implementation of an innovative undergraduate curriculum in Forensic Medicine in the Faculty of Medicine Colombo more than a decade ago has also been used in the design of this curriculum. <em>Medico-Legal Journal of Sri Lanka </em>2013; 1(2) : 1-9