Exam Pass Research Articles

Research on the small private online course (SPOC) teaching model incorporating the just-in-time teaching (JiTT) method based on mobile Internet for learning college physics

Based on mobile Internet and cognitive psychology, this study explores the effectiveness of the small private online course (SPOC) teaching model for the learning of college physics. The research involves designing and implementing the SPOC teaching model, which incorporates the ‘just-in-time teaching’ (JiTT) method, and collecting and analyzing relevant data. The statistical results show that there are significant differences in the exam mean scores and pass rates between the experimental group and the control group. They also show that students’ learning effect is obviously correlative with their online learning behavior. There is no significant difference in learning effect between different genders in the experimental group. The tendency for student participation in the online learning is upward, and nearly 94% of the students like the teaching model.

Leveraging Noncognitive Skills to Foster Bar Exam Success: An Analysis of the Efficacy of the Bar Passage Program at FIU Law

With falling bar exam passage rates, many law schools have implemented bar exam preparation programs but are still struggling to improve bar exam passage rates. The increase in law school matriculants with LSAT scores below 150 had a statistically significant negative correlation with national mean MBE scores, and with the new ABA standard 316 mandating a 75% bar passage rate, law schools are facing mounting pressure to ensure that their graduates are ready and able to pass their bar examination expeditiously or risk losing ABA accreditation. Law schools have been frustrated by the lack of results with their internal bar exam preparation programs. They often struggle to identify why their students continue to fail the bar exam. Not much has been written about the theory, design, implementation, and evaluation of an effective law school bar exam preparation program. This paper will discuss each of those areas with the goal of helping law schools achieve an important milestone: increasing bar passage rates for their students and maintaining ABA accreditation. This paper will discuss what has caused a decrease in bar exam scores nationwide and how the bar preparation program at the FIU College of Law has counteracted declining pass rates. The focus of the bar prep program at FIU will be discussed in detail, so other law schools may utilize those same concepts.

A quantitative comparative study of medical dosimetry graduates with and without prior radiation therapy certification

All but a small number of formal medical dosimetry programs require radiation therapy certification for admission. The problem is a lingering perception from the radiation oncology community that medical dosimetry students must have a prior radiation therapy certification and/or experience. There is a paucity of evidence in the literature to support the perception that prior radiation therapy certification equates to better job performance as a medical dosimetrist. The purpose of this quantitative comparative study was to investigate outcomes of medical dosimetry graduates with and without prior radiation therapy certification (RTT and non-RTT). The researcher used archival records to examine comparison data of medical dosimetry graduates with and without radiation therapy certification including track of enrollment, admissions cumulative grade point averages (CGPA) and science grade point averages (SGPA), medical dosimetry program GPAs, radiation therapy work experience, Medical Dosimetrist Certification Board (MDCB) exam pass rates, program completion rates, and job placement rates. Surveys were used to collect and analyze data from clinical supervisors at affiliate internship sites and from employers of program graduates. Key findings from the quantitative study revealed that no relevant differences existed between RTT and non-RTT medical dosimetrist graduates with regard to GPA and program effectiveness data. However, for RTT and non-RTT students combined, there were significantly lower GPAs noted for individuals who did not graduate from the program or graduates that did not pass the MDCB exam on first attempt. Thematic findings from the surveys revealed non-RTT medical dosimetrist students/graduates required more initial training and supervision and differences were noticed among the non-RTT medical dosimetrist students/graduates based on their prior degree. Clinical supervisors and employers had no reservations about hiring RTT or non-RTT medical dosimetry graduates from the program.

Student Perceptions of Barriers to Professional Exam Success

Purpose: Many Allied Health education programs have shifted attention toward program outcome measures, including professional exam pass rates. The purpose of this study was to solicit the opinions of students, in order to better understand how they perceive their barriers to professional exams, what resources have proved helpful for them, and ultimately what advice programs can give to students to increase exam success. Method: A survey was sent to 104 alumni of the Medical Laboratory Science (MLS) program at a large Midwestern university to determine what they perceived as barriers in preparing for and taking their certification exam(s), and the resources they identified as being the most or least helpful in the process. Results: Forty-two individuals responded to the survey, with two self-reporting having not passed a certification exam. Successful students reported the most beneficial tools included a purchased review manual and an online exam simulator. They reported that reviewing their own notes and materials were only somewhat helpful. The respondents, who had attempted the exam, but not yet passed, reported feeling unprepared, waiting too long after graduation and high stress levels, as the reasons for not being successful. The majority of respondents indicated the need for additional resources in preparing for professional exams. Conclusions: Educational programs can use this information to better mentor students to utilize additional resources that are available to them, design a meaningful timeline, and deal with stress before taking any professional exam.

Separate but Equal? The Sorting of USMDs and Non-USMDs in Internal Medicine Residency Programs.

The US internal medicine workforce relies on international and osteopathic medical graduates to fill gaps in residency. Little is known about the distribution and impact of IMGs, DOs, and USMDs concentrating in different types of IM programs. Determining the extent to which USMDs, DOs, and IMGs concentrate in different types of IM programs and comparing Board pass rates by program concentration. This survey study used data from the AMA's FREIDA database for 476 non-military IM programs in 2017-2018, and 2016-2018 ABIM exam pass rates for 388 accredited programs. Outcomes were (1) program concentration based on percentage of residents who were USMDs, IMGs, and DOs in 2017-2018 and (2) 2016-2018 program ABIM pass rates as proxies for program quality. Key independent variables were hospital type (community-based, community-based university-affiliated, or university-based) when program concentration was the outcome, and program concentration when Board pass rates were the outcome. Twenty-five percent of programs were "USMD-dominated," 17% were "DO-dominated," 42% were "IMG dominated," and 16% were "integrated." The chances that a university hospital was USMD-dominated were 32 percentage points higher than that for a community hospital (AME = 0.32, baseline probability = 0.11, 95% CI, 0.17-0.46, P < .001). USMD-dominated programs also had significantly higher pass rates by 4.0 percentage points (AME = 0.04, baseline proportion = 0.90, 95% CI, 0.02-0.06, P < .001) than integrated programs, while DO-dominated programs had significantly lower pass rates (AME = - 0.1, baseline proportion = 0.90, 95% CI, - 0.15 to - 0.04, P < .001). USMDs and non-USMDs systematically cluster in certain types of residency programs and their training may not be equal, as measured by board pass rates.

Feasibility and efficacy of gamification in general surgery residency: Preliminary outcomes of residency teams

BackgroundComprehensive studies evaluating the efficacy of team-based competition (“Gamification”) in surgery have not been performed. Board pass rates and resident satisfaction may improve if surgical residents are involved in competition. MethodsResidents at Montefiore Medical Center (Bronx, New York) were surveyed and separated into teams during a draft. Each resident’s performance was converted into a point system. Resident scores were combined into a team score and presented as a leaderboard. Awards were given. ABSITE, ACGME residency satisfaction, and ABS qualifying exam pass rates were compared. ResultsSixty percent of residents are inspired to improve their performance during gamification. ABSITE average percentile score improved from 28 to 43. ABS qualifying exam pass rates improved from 73% to 100%. Resident satisfaction improved from 65% to 88%. The point system allowed for establishing “growth curves” for each resident enabling enhanced assessment of residents. ConclusionsA comprehensive team-based competition inspires performance, is feasible, and seems to improve ABSITE scores, ABS pass rates, and satisfaction while being a tool for assessment of performance.

An alternate state in mind: the effect of CPA exam credit-hour requirements and economic competitiveness on state-level exam candidate pools and pass rates

ABSTRACTState Boards of Accountancy and other regulators monitor state-wide sit and pass rates on the CPA exam in fulfilling their mission to protect the public. These metrics can prompt important policy decisions such as state CPA exam requirements as well as the accounting curricula and resource allocation at that state’s colleges and universities. Using the test center location of CPA candidates, we analyze the pass rates of U.S. jurisdictions regarding the performance of both in-state and out-of-state candidates. We document that states allowing a candidate to sit for the exam at fewer credit hours (120 verses 150 credit hours) tend to be greater importers of out-of-state CPA candidates. After controlling for a state’s credit hour requirements, we find evidence to suggest that states with high economic activity tend to attract out-of-state candidates that, on average, have better pass rates than do the candidates currently residing in those states. We suggest that our results can assist State Boards, educators, and other stakeholders in making policy decisions regarding the CPA exam environment in their state. More broadly, our study contributes to the literature regarding how state-level rules affect regional competitiveness and the flow of human capital.

39. REACHING 100%: STRATEGIES FOR IMPROVED ACADEMIC PERFORMANCE IN GENERAL PEDIATRICS BOARD EXAMINATIONS

Residency programs are challenged to develop unique and engaging strategies for achieving academic excellence. In-training exams (ITEs) provide formative assessments throughout residents’ development in preparation for the board examination. With an 82% first-attempt board pass rate in 2011, the University of Florida Pediatric Residency program sought to develop novel interventions to reach a pass rate of 100%. Initial strategies included the use of board individualized learning plans (ILPs), designed by each resident to target areas for improvement. While the intervention's intent was to create individualized study curricula, the resultant exam pass rate showed no improvement. In July 2014, team-based learning (TBL) board study groups were formed, demonstrating positive results from 2015 onwards. In 2016, an 18-month didactic curriculum was instituted in Academic Half Day (AHD) as a weekly forum for knowledge building, simulation exercises, and team-building events. These sessions improved the culture of the residency program and provided practical knowledge in a collaborative setting. In 2017, a multimedia bundle, MedStudy, was purchased for the pediatric residents as a tool for board preparation. Following this intervention and the longitudinal AHD curriculum, the Class of 2018 achieved a 100% board examination pass rate. This increase also correlated with an increase in median board examination scores from 194 to 211 (2012 to 2018, see Figure). Overall, a significant improvement in board pass rate was seen from 2012-2018 using a Kruskal-Wallis Test (p

Cardiothoracic surgery mock oral examinations: A single institution's 5-year experience

ObjectivesAlthough in-training examinations provide surrogate data on qualifying exam readiness, use of mock oral examinations (MOEs) in cardiothoracic surgery training before the American Board of Thoracic Surgery certifying oral exam is not uniform. Although MOEs are prioritized by some institutions, development and execution of these labor-intensive, time-consuming exams may be a barrier to others. Therefore, we aimed to develop an MOE program and to assess its educational value. MethodsWe developed an institutional MOE program that mimicked the certification examination and was serially administered to 10 cardiothoracic surgery trainees from 2014 to 2018. Biannual MOE scores were reviewed, along with certifying examination pass rates. MOE data were available for curriculum development and trainee performance evaluations. ResultsMOEs were conducted twice each academic year, with 4 exams administered during each individual's training. MOE program development required significant up-front time commitment, and thereafter each MOE required approximately 24 total faculty hours and 4 administrator hours. The pass rates for sequential MOEs demonstrated gradual improvement, and the corresponding certifying exam pass rate was 100% for these same individuals. MOE data were routinely used for curriculum refinement, as well as individual trainee feedback. ConclusionsStandardized MOEs are useful educational adjuncts to assess trainees' knowledge and readiness for certification exams, but require significant coordination and time to develop an accurate, rigorous simulation mechanism. Although we recognize that improvement in serial MOEs is likely related to exposure as well as expanding funds of knowledge, we believe these results justify use of this assessment tool in training.

Paul Connor, Glen Hutton, David Johnston, Gavin McKinnon, and John Watson (2017). Blackstone’s Police Manuals

The National Police Promotion Framework is a four-step process for all Police Officers in the UK seeking promotion to the rank of Sergeant or Inspector. The first step consists of competence in the current rank followed by the second step of the process, which is an examination of law and procedure. If successful at the exam (pass mark—55%) then the officer is eligible to enter their force’s local selection process for promotion. If this is passed, then officers are temporarily promoted into rank during which they complete a work-based assessment over 12 months before being confirmed in post. The syllabus for the examinations is set by the College of Policing as explained by the CEO Alex Marshall in the Foreword to the Manuals. He describes how the College has ‘a remit to develop, maintain and test standards to ensure suitability for promotion’. He describes the Blackstone’s Police Manuals 2018 as ‘the definitive reference source and official study guide for the national legal examination which all candidates must successfully pass in order to be promoted to Sergeant or Inspector. Their content is derived from evidence gathered from operational sergeants and inspectors alongside input from the wider police service.’

Suggestion Regarding Support for Continued Employment of Foreign Healthcare Personnel Coming to Japan under the Economic Partnership Agreement

Since the mid-1990s, there has been a rapid increase in the international movements of medical and healthcare workers, primarily doctors and nurses. In addition to the general acceleration of movement across borders as a result of globalization, the declining birth rates and aging populations in developed countries have increased the demand for workers in the medical, nursing, and nursing-care fields [1]. International movement of healthcare workers is primarily from countries in Asia and Africa to Europe, North America, and East Asia [1]. Japan is not an exception. Japan started receiving nurse and care worker candidates from Indonesia in August 2008 under the Economic Partnership Agreement (EPA) that came into effect in July of that year. Subsequently, EPA candidates began to arrive in Japan from the Philippines and Vietnam in the following years, and this trend has strengthened the international movement of workers in the medical and nursing fields in Japan. Under the EPA, foreigners who meet certain application requirements come to Japan as “nurse candidates” or “care worker candidates,” and these candidates receive training at a hospital or caregiving facility in Japan; they sign a contract of employment before arriving [2]. They aim to pass the Japanese national exam and obtain Japanese national qualifications during their respective periods (a maximum of three years for nurse candidates and four years for care worker candidates) [2]. However, their national exam pass rate has remained much lower than the rate for all examinees; 17.7% for nurses (FY 2017), and 50.7% for care workers (FY 2017). The pass rate for all candidates for FY 2017 for nurses was 91.0% and 70.8% for care workers [3-5]. Quite a few candidates gave up and returned to their home countries. Moreover, 20% of the EPA candidates who passed the national qualification returned to their home countries even though that they can remain in Japan as nurses or care givers without restriction after obtaining national certification [6]. The major reasons for their repatriation were personal ones such as care for aged parents, marriage and so on. On the other hand, frustration with difficulties in communicating in Japanese and adjusting to a working environment that requires strict commitment to rules and long working hours were also reported [6].

MACC Curriculum and CPA Exam Passage Rates: An Exploratory Study

The growing popularity of Master of Accounting programs can be attributed to multiple factors, but the states’ adoption of the 150-credit hour educational prerequisite for Certified Public Accountant licensure was clearly influential in stimulating enrollment growth. Despite the growth and importance of Master of Accounting programs, comparative data of program prerequisites and curriculum is scarce. Equally limited are empirical analyses of the effects of graduate curriculum upon CPA Exam passage rates. To address the paucity of information, we examined the program prerequisites and curriculum of 283 Master of Accounting programs, all of which are based in the United States and accredited by the Association to Advance Collegiate Schools of Business. This exploratory study examines (a) commonalities and differences among Master of Accounting program curriculum, (b) relationships between university resource levels and CPA Exam passage rates, and (c) whether programs with a flexible curriculum, providing greater student customization of elective coursework, report higher CPA Exam passage rates.

Junior otolaryngology resident in-service exams predict written board exam passage.

The purpose of this study was to assess the association between the Otolaryngology Training Examination (OTE) taken during residency and the passage rate of first-time examinees on the American Board of Otolaryngology-Head and Neck Surgery Written Qualifying Examination (WQE). Retrospective cohort study using a de-identified database containing information on examinees who took the WQE in 2007 through 2014, and examinees who took the OTE exam 2005 through 2014. A total of 2,214 otolaryngology residents took the WQE for the first time in 2007 through 2014 after taking the OTE during residency training. Data were analyzed using one-way frequencies and table analyses. Logistic regression was used to model the relationship between the pass/fail WQE result and the OTE stanine. Data transformations were used to analyze WQE passage as a function of OTE scores. There is a significant relationship between OTE score and passage of the WQE on the first attempt, evident even for junior residents. The probability of passing the WQE on the first attempt is 97% if the resident scores in the top six stanines of the OTE during residency training compared to 71% to 79% if the examinee scores in the bottom three stanines. There is a significant relationship between performance on the OTE and passing the WQE on the first attempt. Because this relationship is evident even in the first years of residency, it allows early identification of those with a higher chance of failing the WQE so that extra efforts can be undertaken to prepare for the WQE. 3 Laryngoscope, 129:124-128, 2019.

Which accounting program characteristics contribute to CPA exam success? A study of institutional factors and graduate education

CPA exam pass rates are a widely accepted indicator of an accounting program’s ability to prepare its graduates for success on the exam and are often used to communicate the quality of the program to prospective students. While passing the exam can be very expensive, time consuming, and difficult, it is a critical priority for most accounting students. This study examines (1) whether completion of a graduate degree is associated with performance on the CPA exam, and (2) the institutional variables that are also associated with CPA exam performance. These variables include the schools’ accreditations, selectivity in admissions, faculty credentials, research ranking, and whether the school is public or private. The results indicated that completion of a graduate degree was associated with higher CPA exam pass rates. In addition, accreditation type, admissions selectivity, and proportion of accounting faculty holding a CPA license were also significantly associated with CPA exam pass rates. However, the proportion of accounting faculty with a terminal degree, research ranking, and public versus private were not significant.

Development and validation of a written credentialing examination for overseas-educated dietitians.

Health professionals seeking employment in foreign countries are commonly required to undertake competency assessment in order to practice. The present study aims to outline the development and validation of a written examination for Dietetic Skills Recognition (DSR), to assess the knowledge, skills, capabilities and professional judgement of overseas-educated dietitians against the competency standards applied to dietetic graduates in Australia. The present study reviews the design, rationale, validation and outcomes of a multiple choice question (MCQ) written examination for overseas-educated dietitians based on 5 years of administration. The validity of the exam is evaluated using Messick's validity framework, which focuses on five potential sources of validity evidence-content, internal structure, relationships with other variables, response process and consequences. The reference point for the exam pass mark or "cutscore" is the minimum standard required for safe practice. In total, 114 candidates have completed the MCQ examination at least once, with an overall pass rate of 52% on the first attempt. Pass rates are higher from countries where dietetic education more closely reflects the Australian model. While the pass rate for each exam tends to vary with each cohort, the cutscore has remained relatively stable over eight administrations. The findings provide important data supporting the validity of the MCQ exam. A more complete evaluation of the validity of the exam must be sought within the context of the whole DSR program of assessment. The DSR written component may serve as a model for use of the MCQ format for dietetic and other professional credentialing organisations.

Preregistration exam pass rate up to 79%

Preregistration exam pass rate up to 79%

Exploring a Problem-Based Learning Approach in Pharmaceutics

Objective. The basis of this study was to explore the impact of the initiation of a Problem-Base Learning (PBL) approach within a second-year pharmaceutics degree on a Master of Pharmacy programme, introduced as a way of improving deep learning and to foster independent learning. Design. A semi-structured interview was used to seek feedback from the students, and feedback from staff was secured though a focus group. A thematic approach was used for the analysis, once data saturation had been reached. Exam pass-rate statistics were also analysed. Assessment. Five parent themes were identified from the student interviews: Module structure, Promoting lifelong learning, Integration and future practice, Outcomes and Student experience. The third year exam pass rate improved by 12% in the year following the introduction of PBL in second year. Conclusions. Various recommendations were proposed to further improve the module, based on the findings of this study. These include improving feedback and support through tutorials, reducing the volume of directed study, as well as highlighting the relevance of pharmaceutics to the pharmacy degree. A long-term review would be needed to assess the full implications of PBL teaching within this course.

'They're Digging in the Wrong Place:' How Learning Outcomes Can Improve Bar Exams and Ensure Practice Ready Attorneys

There is no question that law schools should produce professional, ethical new attorneys who have the skills, knowledge and attributes to be competent and responsible members of their new profession, and pass the bar exam. However, as it currently stands, these two goals — everyday practical lawyer skills training, and bar exam passage — have become so divided, that many law schools are being pulled in a no-win tug of war between preparing students for practice or for a memorization, doctrinal heavy exam. This conflict must stop. The title of this piece was meant to evoke a plot point from the movie Raiders of the Lost Ark. At one particular point, both our hero and another group are both searching for the Ark of the Covenant. Although the other group has an extremely technically well-organized archeological site, it is determined by our hero that because they are missing a key piece of information, they are in fact “digging in the wrong place.” Although there are no heroes or bad guys in this scenario, in many states, the administration of the bar exam is experiencing the same problem. In seeking to determine minimum competency to practice law, they may be technically testing in a well-organized fashion, but they are ignoring important outside information that would have them testing differently to find out more or different information that would be a better measure of competency for new attorneys. The bar exam is simply “digging” for competency in the wrong place. At the same time, the chorus of voices demanding that law schools make necessary steps in the reformation of legal education has risen to a fever pitch. Much has been written about the stagnancy in legal education, and despite some recent innovations, many law school experiences remain strikingly similar to both each other and the course of study as it has existed for many years. However, it is well accepted that the legal profession has changed dramatically, both in the practice, and the level of training practicing lawyers can give their new hires. The result is that although law schools are “part of a vertically integrated system of production in which the end product is lawyers,” this system is suffering a major disconnect in the pipeline. Law schools seem poised to change, but many are hampered in their efforts by the licensing exam itself. But through change and cooperation, we can fix this disconnect. This article argues for an alignment of the bar exam with the needs of the legal profession, using learning outcomes as a tool to include all the skills, knowledge and attributes of a professional, successful new attorney in cooperation with assessment by law schools. Part II gives an overview of the bar exam nationally. Part III discusses legal education, and why the bar exam is misaligned with it. Part IV discusses learning outcomes, and offers them as a solution to better align legal education, the bar exam, and the practice of law to allow new lawyers to be truly competent. Part V concludes the work.

Can Medical School Performance Serve as a Predictor of First Time ABP Exam Pass for Native Spanish Speaking Pediatric Residents? (Research Abstract)

Can Medical School Performance Serve as a Predictor of First Time ABP Exam Pass for Native Spanish Speaking Pediatric Residents? (Research Abstract)

Improving Student Commitment to Healthcare-Related Design Practice by Improving the Studio Learning Experience.

This case study explores the influence of the healthcare design studio experience on students' short-term professional goals as measured through rates of healthcare-related certification and internship/employment. The value and relevance of interior design is evident in the healthcare design sector. However, interior design students may not perceive this value if it is not communicated through their design education. Students' experience in the design studio plays a crucial role in determining career choices, and students may be more committed to career goals when there is clear connection between major coursework and professional practice. The authors compared healthcare-related certification and internship/employment levels between two student cohorts in a capstone undergraduate interior design healthcare design studio course. The first cohort was led by the existing curriculum. The second cohort was led by the revised curriculum that specifically aimed at encouraging students to commit to healthcare-related design practice. When measured at 3 months from graduation, the second cohort, led by the revised curriculum, saw a 30% increase in Evidence-based Design Accreditation and Certification exam pass rates and a 40% increase in healthcare-related internship/employment. The challenge of interior design education is to instill in emerging professionals not only professional competence but also those professional attitudes that will make them better prepared to design spaces that improve quality of life, particularly in healthcare environments. The results exceeded the project goals, and so this could be considered a promising practice for courses focused on healthcare design education.