Board Examinations Research Articles

Identifying the Challenges and Appropriate Solutions for Holding Comprehensive Exam for PhD Students in the Medical Sciences Universities: a Qualitative Research

Introduction: The evaluation of Ph.D. students is one of the main parts of their curriculum, and the comprehensive exam is held with the aim of evaluating the abilities acquired in the educational stage and verifying the qualification and ability to carry out research activities. The purpose of this research is to identify the challenges of holding the comprehensive exam of Ph.D students in the medical sciences universities (Iran) and to provide appropriate suggestions. Methods: The research approach was qualitative and the research method was conventional content analysis (inductive) and the type of study was applied. Participants included the members of the board of examiners in each specialized field with different positions and degrees, Ph.D. students who passed the comprehensive exam, as well as educational staffs in the 7th area of health education like Isfahan University of Medical Sciences, Kashan University of Medical Sciences, Yazd University of Medical Sciences and Shahrekord University of Medical Sciences. Sampling was Purposive and heterogeneous with maximum diversity to obtain different views. In the present study, after 17 interviews, no new data was obtained; however, to be sure, 3 other participants were also interviewed (20 participants). Graneheim and Lundman's 5-stage model was used for data analysis, and Lincoln and Guba criteria were used to measure the trustworthiness of data. Result: The data were classified in 41 codes, 9 subcategories and 3 main categories in the challenges section and in 48 codes, 13 subcategories and 3 main categories in the solutions section. The main concepts about the challenges of conducting a comprehensive Ph.D. exam including macro-policy and planning, the limitations of laws and weak planning, and the problems of the people involved in the exam, as well as the main concepts about the solutions to optimize the conduct of a comprehensive Ph.D exam, including solutions before entering students for the Ph.D course, the solutions related to the comprehensive exam, and the solutions related to the duration of the Ph.D course. Conclusion: The challenges of holding a comprehensive exam for Ph.D students in health are multifaceted and require a comprehensive approach to address them. By carefully paying attention to these challenges and implementing solutions at the micro and macro levels, the educational system can better achieve the main mission and goal of holding the comprehensive and at the same time evaluate the students' readiness to enter the research course more accurately.

WHAT HAPPENED TO ORTHOPAEDIC RESIDENCY AND RESEARCH DURING THE PANDEMIC?

In March 2020, COVID-19 was declared a pandemic by the World Health Organization. The pandemic imposed drastic changes in our social and professional routine. Professionally at all levels our hospital tasks were changed and prioritized. Surgeons and residents were deployed on rotations to fields other than their expertise in orthopaedics. Health-care education received major changes in these challenging times, and students did face difficulties in receiving education, as well as training due to limited clinical and surgical exposure.In response to the WHO regulations, most of the teaching centres and hospitals worldwide have adopted the web-based teaching and learning model to continue the education and training of orthopaedic residents. These results brought significant changes to the training experience in orthopaedic surgery in combination with the fact that clinical duty hours and case volume were substantially reduced.In what concerns orthopaedic journal publications, the Covid-19 pandemic resulted in a decline in the annual publication rate for the first time in over 20 years. Although not uniform, the reduction was most likely due to multifactorial causes.Regarding the appraisal at the end of training, at the Orthopaedic European Board Examination we were able to verify that the outcome at the written part 1 exam was good, equivalent to the outcome prior to the pandemic. However the oral viva was much worse, probably due to the fact that residents skipped much of the clinical and surgical teaching and exposure during 2020 and 2021. At the end of training, theoretical/factual knowledge was good but poor from the clinical practical experience.

Uncovering The Stories of Repeaters in Criminologists’ Licensure Examination: A Phenomenological Study

The licensure examination is essential for many professionals as it validates their competency and expertise in their respective fields. This study investigated the experiences of repeaters in the Criminologist Licensure Examination. This study used the qualitative phenomenological research design, particularly Moustakas’ transcendental phenomenology approach. The participants of this study were the 12 repeaters of the criminologist licensure examination from one of the Private Higher Educational Institutions in Misamis Occidental. It uses purposive snowball sampling to identify the potential participants. An interview guide was used as the instrument of the study. Moustakas’ method of data analysis was used in analyzing the data gathered. Results yielded three themes: having negative and mixed emotions, with subthemes: being disappointed with oneself after knowing the result of the examination and the consequences of heedlessness and procrastination; embracing support, self-belief, and perseverance with subthemes: receiving support from family and friends, being prepared and believe in oneself, pushing oneself to continue and never-give-up; and being optimistic in life with subthemes: having trust in God and divine timing, and embracing change and personal growth. The repeaters’ failure in the board examination several times caused delays in achieving their goals in life, and they were unable to meet their desired job due to this failure. Therefore, the school and its administration need to plan for programs and activities in the department, like enhancement/enrichment programs, to address the challenges the examinees encounter in dealing with the board examinations.

Success Stories of Top Performers in Teacher Education and Liberal Arts

This study was conducted to describe the journey of topnotchers from a private Catholic higher education institution in Tuguegarao City. Employing a phenomenological study approach, this study explored the lived experiences of the four topnotchers from the School of Education, Criminology, Arts, and Psychology between 2013 and 2023. Using thematic analysis to analyze the answers of the top notchers to the validated semi-structured interview questionnaire, several key factors that contributed to their success in achieving top placements in the board examinations were revealed. These factors were strong institutional support, effective teacher mentorship, good personal characteristics, a supportive family, peer support, and strategic personal interventions. These emphasize how important it is to have a solid support system inside and outside the school setting. Based on these results, the study offers various recommendations for the institution to enhance further its support for those students who are determined to succeed. These include strengthening academic and emotional support strategies from the school, family members, and peers. Moreover, it is important to invest in faculty development, enrich library resources, and intensify board exam review courses to incorporate meaningful learning experiences and test the effectiveness of a certain practice. Additionally, assessing students’ study routines to improve effective study habits and leveraging more top-notch testimonies for promotional purposes to attract more enrollees. These could serve as a source of inspiration for students and a means of enhancing the school’s standing as a producer of high scorers on board exams. Therefore, this study encourages students to pass and ace the board examinations.

Challenges and Coping Strategies of International Medical Graduates in the North American Residency Match Process

International Medical Graduates (IMGs) constitute a significant and growing portion of the physician workforce in North America. However, they face unique challenges during the residency match process that can significantly impact their mental health and career trajectories. This article explores the prevalence of mental health issues among IMGs during the match process, compares outcomes with domestic graduates, and examines the long-term impacts of these experiences. We investigate the distinct stressors faced by IMGs, including visa complexities, board examinations, cultural adaptation, and credential recognition. The article also highlights effective coping strategies, support systems, and interventions designed to bolster IMG resilience. By synthesizing current research and identifying gaps in the literature, we aim to inform policy recommendations that address IMG mental health in the match process and beyond. Understanding and addressing these challenges is crucial not only for the well-being of IMGs but also for ensuring the quality and effectiveness of healthcare systems that increasingly rely on this vital workforce.

Strengthening of District/Taluk Level Hospitals Through Implementation of Post-graduate Medical Courses in Karnataka, India.

The World Health Organization (WHO) recommends the requirement of human resource for health (HRH) stands at 44.5 skilled health workers per 10,000 population. WHO recognizes India as one of the countries which has HRH crisis. Karnataka, a southern state in India, has the highest number of medical colleges yet faces the shortage of specialists in the public hospitals. We conducted desk review to understand the HRH crisis, particularly the medical specialists in India. Simultaneously, we conducted secondary research to explore the initiatives taken by the Government of Karnataka (GoK) to mitigate the shortage of medical specialists in the rural areas. GoK scaled up the National Board of Examination in Medical Sciences (NBEMS) postgraduate and super-speciality courses such as Diplomate of National Board (DNB), Diploma, and Doctorate of National Board (DrNB) in district hospitals (minimum 250-500 bedded) and taluk hospitals (minimum 100 bedded) by utilizing the existing resources. Karnataka is the first state in India to expand the NBEMS (DNB and Diploma) courses in taluk hospitals and to begin DrNB courses in district hospitals. The paper documents the process of implementation of the NBEMS courses at district and taluk hospitals of Karnataka, which has supported in strengthening these hospitals in the state.

The LLM Will See You Now: Performance of ChatGPT on the Brazilian Radiology and Diagnostic Imaging and Mammography Board Examinations.

The LLM Will See You Now: Performance of ChatGPT on the Brazilian Radiology and Diagnostic Imaging and Mammography Board Examinations.

Journey of Success: Exploring Strategies and Resilience among Successful Criminologist

The study examined the strategies and resilience of successful criminologists during board examination preparation, focusing on nine purposively selected participants from Misamis Occidental. Utilizing an interview guide for data collection, the study found that participants emphasized the importance of emotional support, mentorship, and effective study techniques in overcoming the challenges of exam preparation. Their experiences underscored the significance of family, mentors, and peers in providing both academic guidance and emotional encouragement. The study's findings suggest the importance of comprehensive support systems in educational institutions to assist students in managing exam stress and achieving their academic goals in criminology. The findings revealed the demand for self-discipline, disciplined schedules, and intrinsic drive to attain academic success, with participants dedicating substantial hours to structured study routines and emphasizing the role of intrinsic motivation in maintaining focus and resilience. Overcoming barriers and enhancing exam preparation required a multifaceted approach, which included incorporating review center materials with personal notes to reinforce foundational knowledge, receiving emotional support from mentors and family to combat self-doubt and stress, and employing efficient study techniques such as peer collaboration and time management to optimize learning and performance. The study concluded that a thorough exam preparation strategy is strongly influenced by effective time management and self-discipline, intrinsic motivation, integrating review materials with personal notes, emotional resilience, mentorship, and peer collaboration, all of which lead to academic achievement. To help students prepare for exams, educational institutions should create customized study schedules, improve discipline, incorporate organized materials, and offer extensive support systems.

Performance of ChatGPT incorporated chain-of-thought method in bilingual nuclear medicine physician board examinations.

This research explores the performance of ChatGPT, compared to human doctors, in bilingual, Mandarin Chinese and English, medical specialty exam in Nuclear Medicine in Taiwan. The study employed generative pre-trained transformer (GPT-4) and integrated chain-of-thoughts (COT) method to enhance performance by triggering and explaining the thinking process to answer the question in a coherent and logical manner. Questions from the Taiwanese Nuclear Medicine Specialty Exam served as the basis for testing. The research analyzed the correctness of AI responses in different sections of the exam and explored the influence of question length and language proportion on accuracy. AI, especially ChatGPT with COT, exhibited exceptional capabilities in theoretical knowledge, clinical medicine, and handling integrated questions, often surpassing, or matching human doctor performance. However, AI struggled with questions related to medical regulations. The analysis of question length showed that questions within the 109-163 words range yielded the highest accuracy. Moreover, an increase in the proportion of English words in questions improved both AI and human accuracy. This research highlights the potential and challenges of AI in the medical field. ChatGPT demonstrates significant competence in various aspects of medical knowledge. However, areas like medical regulations require improvement. The study also suggests that AI may help in evaluating exam question difficulty and maintaining fairness in examinations. These findings shed light on AI role in the medical field, with potential applications in healthcare education, exam preparation, and multilingual environments. Ongoing AI advancements are expected to further enhance AI utility in the medical domain.

Can AI pass the written European Board Examination in Neurological Surgery? - Ethical and practical issues

IntroductionArtificial intelligence (AI) based large language models (LLM) contain enormous potential in education and training. Recent publications demonstrated that they are able to outperform participants in written medical exams. Research questionWe aimed to explore the accuracy of AI in the written part of the EANS board exam. Material and methodsEighty-six representative single best answer (SBA) questions, included at least ten times in prior EANS board exams, were selected by the current EANS board exam committee. The questions’ content was classified as 75 text-based (TB) and 11 image-based (IB) and their structure as 50 interpretation-weighted, 30 theory-based and 6 true-or-false. Questions were tested with Chat GPT 3.5, Bing and Bard. The AI and participant results were statistically analyzed through ANOVA tests with Stata SE 15 (StataCorp, College Station, TX). P-values of <0.05 were considered as statistically significant. ResultsThe Bard LLM achieved the highest accuracy with 62% correct questions overall and 69% excluding IB, outperforming human exam participants 59% (p = 0.67) and 59% (p = 0.42), respectively. All LLMs scored highest in theory-based questions, excluding IB questions (Chat-GPT: 79%; Bing: 83%; Bard: 86%) and significantly better than the human exam participants (60%; p = 0.03). AI could not answer any IB question correctly. Discussion and conclusionAI passed the written EANS board exam based on representative SBA questions and achieved results close to or even better than the human exam participants. Our results raise several ethical and practical implications, which may impact the current concept for the written EANS board exam.

Ramón Castroviejo (1904–1987): The father of the modern corneal transplantation

Ramón Castroviejo Briones was born in 1904 in Logroño, Spain. He received his medical education at the University of Madrid, where he graduated in 1927. In 1929, he received a fellowship to work as assistant in the Ear, Nose, and Throat Hospital and College of Chicago. In 1930, he passed his American Board Examination and returned to Europe to visit the centers where keratoplasty was a fact. He visited the University eye clinics of Madrid, Paris, Vienna, Berlin, and Prague. When he returned to the United States, Castroviejo had a clear idea of what was being done in Europe and what he hoped to achieve. William L. Benedict had offered him a research fellowship at the Mayo Clinic, in Rochester, Minnesota, which Castroviejo accepted. In 1932, Dr. Maynard C. Wheeler granted Castroviejo a Research Fellowship at the new Eye Institute of the College of Physicians and Surgeons of Columbia University. He moved to New York, where he continued his research in animals in the Eye Institute of the Columbia Presbyterian Medical Center, and was an early developer of techniques for transplanting corneal tissue from the eyes of those who had just died to damaged eyes of the living. While not being the first to successfully graft human cornea, he improved the technique of the operation in the 1930s and 1940s, prompting the worldwide adoption of corneal transplantation as a standard way to deal with severe corneal pathology. His keratoplasty technique, creating a rectangular rather than circular “window” in the cornea, was the secret to his successful transplants, and remained standard until more efficient suture materials became available. The surgeon described this technique in 1937 to the American College of Surgeons. He contended that rectangular windows gave better results than the circular ones that had been tried earlier, since their edges could be fitted better to merge with and become a living part of the rest of the eye. Although the medical community was slow to recognize his successes, Castroviejo was eventually lauded for his sight‐saving corneal tissue transplant techniques, which he continued to refine and teach for many years. Castroviejo also promoted the donation of corneal tissue in the United States and designed numerous ophthalmic instruments, including the Castroviejo needle holder ‐an instrument used in eye, dental and other forms of microsurgery‐ Castroviejo callipers and corneal scissors. He became the director of Ophthalmology at St. Vincent's Hospital before he opened his own hospital when he bought the Hammond House in New York. After closing his private hospital he retired as clinical professor of the University of New York and moved permanently to Madrid, where he founded the Instituto Castroviejo, at the Complutense University of Madrid, and organized the Spanish Eye Bank, maintaining extensive clinical activity whenever his health permitted. Ramón Castroviejo died in 1987, at the age of 82, and is widely recognized as one of the 10 most influential people in ophthalmology of the 20th century.

A beachside examination Board: Problematics on Mathematics Education

Resumo Um professor convida dois amigos, que foram seus orientadores de mestrado e doutorado, para uma atividade incomum: compor uma banca com a finalidade de ajudá-lo a compreender como as duas pesquisas desenvolvidas sob a orientação de cada um deles, de campos diferentes da Educação Matemática, poderiam se aproximar teórico e metodologicamente. Apesar de improvável, os amigos topam o encontro e os três realizam a banca à beira mar. Conversam sobre pesquisa em Etnomatemática, Cartografia, etnografia, conceitos freireanos, tais como opressor-oprimido, educação libertadora; Educação Inclusiva, diversidade e diferença; rizomas, sistemas arborescentes, máquinas de guerra nômade, aparelhos de estado, poder disciplinar, normalização, ética foucaultiana, dentre outras coisas.

NATIONAL INTEGRATION OR SCHOOL SEGREGATION? IMPACTS OF ETHNOREGIONAL MECHANISMS OF PATRONAGE ON UNIVERSAL PRIMARY EDUCATION IN UGANDA

Uganda is an exceptionally diverse, postconflict, sub-Saharan African country with a large share of its population being school-aged children. The launch of universal primary education by the incumbent President Yoweri Museveni was essentially carried out under the banner of national integration and reconciliation. However, contrary to the pronounced ambition, the reform may neither have led to increased equity within the primary education domain, nor to unification among pupils and communities. The article highlights and scrutinizes the underlying factors that in practice have turned the implementation of universal primary education into a double-edged sword. The particular mode of decentralization and districtization in Uganda has entailed a tremendous variability in primary school performances and learning outcomes along economic, social, and geographical lines. At the same time, primary education has become a key integral of the ruling party’s patronage machinery, as well as a bargaining chip in relations between national and subnational elites. Secondary sources and data from, for instance, Uweso Uganda and Uganda National Examinations Board, are explored in accordance with a comprehensive framework of political analysis.

Certified Nurse-Midwives as Teachers: Expanding Interprofessional Collaboration Learning Opportunities for Medical Students on the Obstetrics and Gynecology Clerkship.

Interprofessional experiences provide critical exposure to collaborative health care teams, yet medical students often lack this experience during clinical clerkships. We created a labor and delivery triage rotation exclusively staffed by certified nurse-midwives in the obstetrics and gynecology clerkship to address this gap. We sought to evaluate the clinical learning experiences of medical students rotating on this midwife-supervised collaborative team. Between 2018 and 2020, we electronically sent all medical students an evaluation after each required clerkship. Our primary outcome was the quality of teaching score, as defined by level of agreement on a 5-point Likert scale with a statement regarding teaching quality. A secondary outcome evaluated scores from the National Board of Medical Examiners (NBME) Obstetrics and Gynecology subject examination taken by all students at the end of the rotation. Evaluations and assessments were compared between students rotating on labor and delivery triage and those who did not. Evaluation comments from students rotating on labor and delivery triage were collated to identify common themes. Of 374 students, 370 (98.9%) completed the end-of-clerkship course evaluation and 312 (83.4%) completed teaching evaluations. Sixty-seven students (17.9%) rotated in labor and delivery triage; of these, 52 (77.6%) completed both the course and triage rotation evaluations. There were no differences in the mean quality of teaching scores (3.9 ± 1.2 versus 3.8 ± 1.2, p = 0.54) or in NBME Obstetrics and Gynecology subject examination scores between students rotating in labor and delivery triage compared to all other rotations (79.9% ± 7.2% vs 80.2% ± 7.8%, P = 0.436). Comments from teaching evaluations highlighted student exposure to the midwifery philosophy of care model. This work demonstrates the feasibility and benefits of this midwife-led authentic interprofessional collaborative experience for medical students. This model can serve as an example of how to implement and evaluate interprofessional collaboration experiences in the clinical setting.

Adoption of Internal Medicine Milestone Ratings and Changes in Bias Against Black, Latino, and Asian Internal Medicine Residents.

The 2014 adoption of the Milestone ratings system may have affected evaluation bias against minoritized groups. To assess bias in internal medicine (IM) residency knowledge ratings against Black or Latino residents-who are underrepresented in medicine (URiM)-and Asian residents before versus after Milestone adoption in 2014. Cross-sectional and interrupted time-series comparisons. U.S. IM residencies. 59 835 IM residents completing residencies during 2008 to 2013 and 2015 to 2020. Adoption of the Milestone ratings system. Pre-Milestone (2008 to 2013) and post-Milestone (2015 to 2020) bias was estimated as differences in standardized knowledge ratings between U.S.-born and non-U.S.-born minoritized groups versus non-Latino U.S.-born White (NLW) residents, with adjustment for performance on the American Board of Internal Medicine IM certification examination and other physician characteristics. Interrupted time-series analysis measured deviations from pre-Milestone linear bias trends. During the pre-Milestone period, ratings biases against minoritized groups were large (-0.40 SDs [95% CI, -0.48 to -0.31 SDs; P < 0.001] for URiM residents, -0.24 SDs [CI, -0.30 to -0.18 SDs; P < 0.001] for U.S.-born Asian residents, and -0.36 SDs [CI, -0.45 to -0.27 SDs; P < 0.001] for non-U.S.-born Asian residents). These estimates decreased to less than -0.15 SDs after adoption of Milestone ratings for all groups except U.S.-born Black residents, among whom substantial (though lower) bias persisted (-0.26 SDs [CI, -0.36 to -0.17 SDs; P < 0.001]). Substantial deviations from pre-Milestone linear bias trends coincident with adoption of Milestone ratings were also observed. Unobserved variables correlated with ratings bias and Milestone ratings adoption, changes in identification of race/ethnicity, and generalizability to Milestones 2.0. Knowledge ratings bias against URiM and Asian residents was ameliorated with the adoption of the Milestone ratings system. However, substantial ratings bias against U.S.-born Black residents persisted. None.

The Effect of Spaced Repetition Learning Through Anki on Medical Board Exam Performance

Background: Spaced repetition learning is a method of learning that relies on a fixed formula for spacing out flashcards to ensure long term retention of a topic. Anki is one such application available online that utilizes spaced repetition learning. This retrospective cohort study analyzed incorporating Anki with medical school curriculum and its effect on board examination scores. The hypothesis is that students who engaged in spaced repetition learning through Anki scored higher on licensing board exams and achieved higher GPAs than students who did not engage with this method. Methods: The hypothesis was tested through comparison of USMLE Step 1 scores, COMLEX Level 1 scores, and GPA. The samples were selected from the Rocky Vista University Class of 2023 and split between 35 students in the Anki Cohort and 268 students in the non-Anki cohort. Results: 1 (2.8%) student failed USMLE Step 1 in the Anki cohort compared to 28 (10.94%) students who failed Step 1 in the non-Anki cohort (p &gt; 0.05) The Anki cohort achieved a higher mean USMLE Step 1 (223.71 versus 222.58) and COMLEX Level 1 (569.51 versus 559.99). The non-Anki cohort had a higher GPA (85.60) than the Anki cohort (83.82) (p &lt; 0.01). Conclusion: This is the first study to evaluate for a correlation between COMLEX level 1 scores with use of spaced repetition learning. Although this study was unable to find any significant correlation between Anki use and licensing exam scores, further investigations with better control and sample size are needed.

Perceived Predictors of Performance in the Board Examinations Among Graduates of Licensure Examination Programs: A Descriptive Study

This study was conducted to determine the Perceived Predictors of Performance in the Board Examinations Among Graduates of Licensure Examination Programs at the University of Southern Mindanao. This descriptive analysis employed descriptive-survey research design A standardized questionnaire titled Perceived Causes of Academic Failure Inventory (PCAFI) to identify factors and causes that are contributory to their performance during the board examination. Results showed that problems with learning environment specifically “There are too many things to memorize” with a mean of 2.67 and Problems with content examination specifically “Examinations are very stressful” with a mean of 2.29 were identified to be the key predictors of their performance in the licensure examination. This study recommends intervention programs and mechanisms in improving the conduct board examination preparation review programs in the university which primarily addresses at reducing test anxiety while improving test-taking skills and study strategies. Also, further study can be conducted using other designs, and variables for more valid results.&#x0D;

Legitimacy of the Notary Inspection Board within the Indonesian Legal Framework

This study examines the position and legitimacy of the establishment of a Notary Inspection Board within the Indonesian legal framework, with a particular focus on the Law on Notary Position (UUJN) and Ministerial Regulation of Law and Human Rights (Permenkumham) Number 15 of 2020. The research employs a normative legal method to scrutinize norms within the UUJN and Permenkumham 15/2020, prompted by perceived normative disharmony between these regulations regarding oversight and sanctioning of notaries. Contrary to prior research that suggested a normative disharmony, this study finds that the Inspection Board acts on behalf of the Notary Oversight Board, as its members are part of the latter, with duties delegated by the Chairperson of the Notary Oversight Board. Thus, Permenkumham 15/2020 does not contradict the UUJN. Nevertheless, for greater clarity, the study recommends revisions to Permenkumham 15/2020, emphasizing the basis of authority and formation of the Inspection Board.Highlights:&#x0D; &#x0D; No legal disharmony between Ministerial Regulation 15/2020 and the Law on Notary Position.&#x0D; Notary Examination Board is part of the Notary Supervisory Board.&#x0D; Amendments to Regulation 15/2020 are suggested for clearer authority and establishment process.&#x0D; &#x0D; Keywords: Notary Examination Board, Notary Supervisory Board, Ministerial Regulation 15/2020, Law on Notary Position, legal harmonization.&#x0D; &#x0D; &#x0D; &#x0D; &#x0D;

FRAMEWORK FOR DESIGN OF SECURITY SYSTEMS FOR MONITORING EXAMINEES AND PROCTORS DURING EXTERNAL OFFLINE EXAMINATIONS IN NIGERIA

This paper seeks to design a system for monitoring the compliance of external examination centers to set rules and regulations governing the conduct of an external offline examination. The system is designed to check impersonation of examinees, aiding and abetting by teachers and other proctors, importing and submitting answer scripts written outside the approved examination halls and finally monitoring the script submission process to prevent swapping of answer booklets after completion of the examination. The proposed system consist of biometric authentication system, automated attendance system, Closed-Circuit Television (CCTV) cameras for video recording, a script submission system (SSS), a drop box for temporal storage of scripts and human monitors to analyse the recorded videos at monitoring center of the examination board. The system is designed to work even in remote areas with unstable internet as is the case with most examination centers in rural areas in Nigeria. When implemented the system will help check illegal activities in miracle examination centers and reduce examination malpractices by both examinees and proctors drastically.

Sustaining Care in Crisis: COVID-19’s Impact on US Physician Board Certification

ABSTRACT One of the COVID-19 pandemic’s many strains on the United States (US) healthcare system has been its impact on the physician board certification process. Understanding this effect is critical to maintaining access to qualified medical care and upholding the benchmark of board certification. The American Board of Medical Specialties (ABMS) has shown that US annual first-time physician certifications fell from a total of 31696 physicians in 2019 to 23558 in 2020. A survey sent to all 22 primary specialty boards under the ABMS received received responses from 7 boards. Results suggest that 5426 of 11722 (46.3%) applicants to responding specialty boards had testing canceled or rescheduled because of COVID-19. One board reported 4147 (80.5%) of its applicants were affected, requiring 2.9 times the original number of exam dates. Four specialty boards chose to newly incorporate a virtual format, with 2274 (19.4%) of all candidates taking part in the novel format. While COVID-19 altered board examinations for many physicians in 2020, successes and failures in implementing new certification modalities may hint at future opportunities to maintain and improve the certification process for US physicians.