Examination Failure Rate Research Articles

Using videos in active learning: An experience in veterinary anatomy.

Examination failure rate is high in veterinary anatomy in Brazilian universities. We report here our active learning experience in which students recorded video reports on veterinary anatomical specimens of locomotor apparatus to support classic learning. Eighteen students were divided into 2 groups, case group (V3) and control (E). Case group students individually recorded video reports of prosected specimens weekly. Acceptance and efficacy of the strategy were assessed with a Likert scale anonymous questionnaire and students' scores in theoretical exams. The method was highly accepted and the performance test proved that recording videos is an effective strategy for active learning in anatomy.

An upgrade of the Malmö model by implementing case-based teaching and learning, in an undergraduate dental education.

BackgroundAt our dental education, the examination failure rate amongst students has increased, resulting in subsequent involuntary dropouts. One of the main problems seems to be that the students struggle with taking the necessary responsibility for their learning, as required by the problem‐based learning (PBL) methodology.AimTo describe the background to, and the transition process from, pure PBL to case‐based teaching and learning (CBT) with flipped classroom seminars at the dental programme at [anonymised for peer review].MethodsIn this position paper, we describe our observed problems with the PBL methodology, as implemented at this faculty, and the potential benefits of a change towards CBT. The current implementation of CBT is presented, along with educational research supporting the choice of activities.ResultsTentative findings are that the flipped classroom seminars and the clearer instructions appear to be successful with higher levels of activity, engagement and attendance amongst the students, and the students have evaluated the seminars as very good learning activities.ConclusionTentative findings suggest that the current implementation of CBT may be a fruitful way of teaching in dental education today. Most of the teaching staff have been reawakened to teaching, and as a result, the content of the courses are being reviewed and improved. The students appreciate that what is expected of them has been made clearer and that there is a variety of learning activities.

USMLE Step 3 Scores Have Value in Predicting ABR Core Examination Outcome and Performance: A Multi-institutional Study

We analyzed multi-institutional data to determine if Step 3 performance tiers can identify radiology residents with increased risk of Core examination failure and submean performance. We collected Step 3 scores (USMLE Step 3 or COMLEX Level 3) and American Board of Radiology (ABR) Core examination outcomes and scores for anonymized residents from 13 different Diagnostic Radiology residency programs taking the ABR Core examination between 2013 and 2019. Step 3 scores were converted to percentiles based on Z-score, with Core outcome and performance analyzed for Step 3 groups based on 50th percentile and based on quintiles. Core outcome was scored as fail when conditionally passed or failed. Core performance was measured by the percent of residents with scores below the mean. Differences between Step 3 groups for Core outcome and Core performance were statistically evaluated. Data were available for 342 residents. The Core examination failure rate for 121 residents with Step 3 scores <50th percentile was 19.8% (fail relative risk = 2.26), significantly higher than the 2.7% failure rate for the 221 other residents. Of 42 residents with Step 3 scores in the lowest quintile, the Core failure rate increased to 31.0% (fail relative risk = 3.52). Core performance improved with higher Step 3 quintiles. Step 3 licensing scores have value in predicting radiology resident performance on the ABR Core examination, enabling residency programs to target higher risk residents for early assessment and intervention.

The Relationship Between ACR Diagnostic Radiology In-Training Examination Scores and ABR Core Examination Outcome and Performance: A Multi-Institutional Study.

We analyzed multi-institutional data to understand the relationship of ACR Diagnostic Radiology In-Training Examination (DXIT) scores to ABR Core examination performance. We collected DXIT rank scores and ABR Core examination outcomes and scores for anonymized residents from 12 different diagnostic radiology residency programs taking the ABR Core examination between 2013 and 2019. DXIT scores were grouped into quintiles based on rank score for residency year 1 (R1), residency year 2 (R2), and residency year 3 (R3) residents. Core outcome was scored as fail when conditionally passed or failed. Core performance was grouped using SD from the mean and measured by the percent of residents with scores below the mean. Differences between DXIT score quintiles for Core outcome and Core performance were statistically evaluated. DXIT and Core outcome data were available for 446 residents. The Core examination failure rate for the lowest quintile R1, R2, and R3 DXIT scores was 20.3%, 34.2%, and 38.0%, respectively. Core performance improved with higher R3 DXIT quintiles. Only 2 of 229 residents with R3 DXIT score ≥ 50th percentile failed the Core examination, with both failing residents having R2 DXIT scores in the lowest quintile. DXIT scores are useful evaluation metrics to identify a subgroup of residents at significantly higher risk for Core examination failure and another subgroup of residents at significantly lower risk for Core examination failure, with increasing predictive power with advancing residency year. These scores enable identification of approximately one-half of R3 residents whose risk of Core examination failure is negligible.

Engineering Students' Performances in Mathematics through Project-based Learning

Project-based learning is an example of active learning and is student-driven, interdisciplinary, collaborative and technology-based. To test the hypothesis that project-based learning maximises course performance, we analysed a difficulty index of examination scores or failure rates and compared between 422 students in the 2016/2017 session, who took the Vector Calculus course and project-based learning with 342 students from the 2015/2016 session without project-based learning. The analysis of the difficulty index is used to investigate the achievement of the course outcome and the analysis on the correlation between the project-based learning scores and the final exam scores are identified using Pearson's product-moment correlation. The effect sizes indicate that on average examination scores improved by about 12% with project-based learning and students in classes with project-based learning were 3.4 times more likely to get as than students in classes without project-based learning. It is observed that the difficulty index for all course outcomes are achieved and distributed between a good range of 0.3–0.8. It is also proven that the students find it easier to answer the exam questions after the project-based learning is implemented based on the results of their mid and final semester exams.

Effect of Secondary School Categorization on Examination Failure Rates Among Public Secondary Schools Students in Kenya

Secondary schools in Kenya are categorized as national, extra-county, county, sub-county and private secondary schools. Students who excelled in K.C.S.E examination with a minimum grade of C+ are allowed to pursue different courses in public and private universities. Others who scored C and C- grade joined diploma colleges. The paper sought to find out the effect of secondary school categorization on examination failure rates among public secondary schools students in Kenya. The scope of the study was limited to all the students from public secondary schools in the four counties of Kakamega, Bungoma, Busia, and Vihiga in Kenya. It was limited to randomly chosen sample size of 464 students, 58 principals, and 58 directors of studies from the 58 sampled out public secondary schools. Wellberg’s (1981) theory of educational productivity was employed. The paper employed mixed methods and survey research design. Data collection instruments included questionnaires, interview schedules, focused group discussions and analysis of secondary data. Content validity was determined through subject matter expert review while reliability was determined through test-retest measures for consistency. Descriptive and inferential statistics were used to analyze data. Inferential one was the Kruskal Wallis test. The paper concluded that secondary school categorization led to failure of students in public secondary schools at KCSE examinations in Kenya due to academic inadequacies experienced in sub-county and some county public secondary schools. It was therefore recommended that the classification of students into the four distinct groups of national, Extra County, county and sub county students be abolished. Keywords: academic achievement, Analysis, categorization, effect, Public s econdary school DOI : 10.7176/JEP/10-33-03 Publication date: November 30 th 2019

Who moved my fellow: changes to Accreditation Council for Graduate Medical Education fellowships in pediatric surgery and what may be yet to come.

Over the past 15 years, the Accreditation Council for Graduate Medical Education (ACGME) has significantly altered the regulatory framework governing fellowship training in pediatric surgery. The daily experiences of pediatric surgical trainees have been impacted by these changes, but training program directors and faculty have not developed a consistent approach to managing this shift. This review highlights the changes, which have occurred, analyzes the current state of fellowship training, and proposes potential strategies for management. The implementation of work hour restrictions, increased supervision requirements, the milestone evaluation program and most recently, enforcement of required critical care experience, have caused significant changes in the curriculum. Pediatric surgical trainees record more total cases, and more minimally invasive surgical (MIS) cases, in particular, than ever before. A subset of this increase may result from trainees performing cases previously assigned to general surgery residents. Teaching cases performed by fellows have decreased. Although the relationship between these shifts in training experience and the didactic curriculum is not clear, we also note that the Pediatric Surgery Certifying Examination failure rate has increased, approaching 20% in recent years. It is unclear whether the changes in Pediatric Surgery training programs have been effective, or (conversely) have led to unintended consequences. Paradigm shifts in our training model may be required to address the changes in surgical education and skill acquisition, so that well tolerated, competent and skillful pediatric surgeons continue to enter the workforce.

Comparison of a new swept-source optical biometer with a partial coherence interferometry

BackgroundThe purpose of this study is to compare the biometric parameters and intraocular lens (IOL) power calculation by a new swept-source optical coherence tomography (SS-OCT) biometer with those by a partial coherence interferometry (PCI) biometer.MethodsMedical records of 175 eyes from 175 patients were retrospectively reviewed. One of two monofocal IOLs (Tecnis ZCB00 or Acrysof SA60AT) were implanted in the eyes. Axial length (AL), mean keratometry (Km), J0, J45 and anterior chamber depth (ACD) were compared between PCI and SS-OCT biometers. The refractive mean error (ME) and refractive mean absolute error (MAE) were also compared. Examination failure rates were calculated in each device.ResultsOut of 175 eyes, 150 eyes were successfully examined by both devices. AL was measured slightly shorter when using SS-OCT than PCI biometer, while Km was measured higher (P < .0001, P = .03, respectively, paired t-test). J0, J45 and ACD were not significantly different between two devices. ME and MAE calculated using SRK-T, Hoffer Q, and Haigis formula were not significantly different except MAE calculated with Haigis formula for Tecnis ZCB00 IOLs (P = .03, paired t-test). The examination failure rates were 14.29 and 1.14% when using the PCI and SS-OCT biometers, respectively.ConclusionsAL and Km don’t seem to be comparable between two devices, while J0, J45, and ACD do. IOL power calculation using SRK-T and Hoffer Q was correlated between the devices. The penetration ability of a SS-OCT biometer is superior.

Failure on the American Board of Surgery Examinations of General Surgery Residency Graduates Correlates Positively with States’ Malpractice Risk

It has been suggested that in environments where there is greater fear of litigation, resident autonomy and education is compromised. Our aim was to examine failure rates on American Board of Surgery (ABS) examinations in comparison with medical malpractice payments in 47 US states/territories that have general surgery residency programs. We hypothesized higher ABS examination failure rates for general surgery residents who graduate from residencies in states with higher malpractice risk. We conducted a retrospective review of five-year (2010-2014) pass rates of first-time examinees of the ABS examinations. States' malpractice data were adjusted based on population. ABS examinations failure rates for programs in states with above and below median malpractice payments per capita were 31 and 24 per cent (P < 0.01) respectively. This difference was seen in university and independent programs regardless of size. Pearson correlation confirmed a significant positive correlation between board failure rates and malpractice payments per capita for Qualifying Examination (P < 0.02), Certifying Examination (P < 0.02), and Qualifying and Certifying combined index (P < 0.01). Malpractice risk correlates positively with graduates' failure rates on ABS examinations regardless of program size or type. We encourage further examination of training environments and their relationship to surgical residency graduate performance.

American Board of Thoracic Surgery examination: Fewer graduates, more failures

The American Board of Thoracic Surgery (ABTS) has noted a yearly decrease in the number of examination certificates being awarded, with only 93 certificates awarded in 2011. In 2003, the Accreditation Council for Graduate Medical Education required all programs to implement the 80-hour residency workweek. We hypothesized that this requirement has resulted in trainees being less capable of becoming successfully certified. We examined the ABTS board scores, both written and oral, from 2000 to 2011. We divided the interval into 2 periods: 2000 to 2005, representing the 6-year, pre-80-hour workweek, and 2006 to 2011, the 6-year period post-80-hour workweek implementation. We analyzed whether a significant difference would be present in the pass rate before and after the 80-hour workweek for both the written and the oral boards. An inflection point of examination failures was found that started in 2006, correlating with the first examination year the 80-hour workweek would have affected. The written examination failure rates increased from 2006 to 2009 but have since decreased. The actual percentage failing the written component was less than the percentage failing the oral examinations in both periods. The oral examination failure rates have continued to increase at an alarming rate. An increase has occurred in the failure of the ABTS board examinations that has been significantly greater after implementation of the 80-hour workweek. The failure rate for the written examination was not as significant as that for the oral examination. Because we are now training fewer, and perhaps less successful, cardiothoracic surgeons, it is our duty to develop strategies to improve and promote innovation in the methods of training.