In-service Examination Research Articles

Exploring Gender Bias in Nursing Evaluations of Emergency Medicine Residents.

Nursing evaluations are an important component of residents' professional development as nurses are present for interactions with patients and nonphysician providers. Despite this, there has been few prior studies on the benefits, harms, or effectiveness of using nursing evaluations to help guide emergency medicine residents' development. We hypothesized that gender bias exists in nursing evaluations and that female residents, compared to their male counterparts, would receive more negative feedback on the perception of their interpersonal communication skills. Data were drawn from nursing evaluations of residents between March 2013 and April 2016. All comments were coded if they contained words falling into four main categories: standout, ability, grindstone, and interpersonal. This methodology and the list of words that guided coding were based on the work of prior scholars. Names and gendered pronouns were obscured and each comment was manually reviewed and coded for valence (positive, neutral, negative) and strength (certain or tentative) by at least two members of the research team. Following the qualitative coding, quantitative analysis was performed to test for differences. To evaluate whether any measurable differences in ability between male and female residents existed, we compiled and compared American Board of Emergency Medicine in-training examination scores and relevant milestone evaluations between female and male residents from the same period in which the residents were evaluated by nursing staff. Of 1,112 nursing evaluations, 30% contained comments. Chi-square tests on the distribution of valence (positive, neutral, or negative) indicated statistically significant differences inabilityandgrindstonecategories based on the gender of the resident. A total of 51% ofabilitycomments about female residents were negative compared to 20% of those about male residents (χ2 =11.83, p<0.01). A total of 57% of grindstone comments about female residents were negative as opposed 24% of those about male residents (χ2 =6.03, p<0.01). Our findings demonstrate that, despite the lack of difference in ability or competence as measured by in-service examination scores and milestone evaluations, nurses evaluate female residents lower in their abilities and work ethic compared to male residents.

What Is Underlying Resident Burnout in Urology and What Can Be Done to Address this?

Physician burnout-a constellation of depersonalization, emotional exhaustion, reduced feelings of personal attachment, and a low sense of accomplishment-is a term that has been around since the 1980s. Burnout rates among residents and fellows are higher than medical students, attending physicians, and age-matched college graduates, with rates ranging from 40-80% of trainees across subspecialties. Unfortunately, burnout among residents and trainees has been linked to lower scores on in-service examinations for internal medicine residents as well as poorer overall health and exercise habits. The purpose of this review is to quantify the extent of burnout among urology residents and examine effective techniques and measures to prevent burnout and practically what can be done to combat this growing epidemic.

Discussion: Performance on the Plastic Surgery In-Service Examination Can Predict Success on the American Board of Plastic Surgery Written Examination

Discussion: Performance on the Plastic Surgery In-Service Examination Can Predict Success on the American Board of Plastic Surgery Written Examination

Performance on the Plastic Surgery In-Service Examination Can Predict Success on the American Board of Plastic Surgery Written Examination.

Originally developed for resident self-assessment, the Plastic Surgery In-Service Examination has been administered for over 45 years. The Accreditation Council for Graduate Medical Education requires that at least 70 percent of graduates pass the American Board of Plastic Surgery Written Examination on their first attempt. This study evaluates the role of In-Service Exam scores in predicting Written Exam success. In-Service Exam scores from 2009 to 2015 were collected from the National Board of Medical Examiners. Data included residency training track, training year, and examination year. Written Exam data were gathered from the American Board of Plastic Surgery. Multivariate analysis was performed and receiver operating characteristic curves were used to identify optimal In-Service Exam score cut-points for Written Exam success. Data from 1364 residents were included. Residents who failed the Written Exam had significantly lower In-Service Exam scores than those who passed (p < 0.001). Independent residents were 7.0 times more likely to fail compared with integrated/combined residents (p < 0.001). Residents who scored above the optimal cut-points were significantly more likely to pass the Written Exam. The optimal cut-point score for independent residents was the thirty-sixth percentile and the twenty-second percentile for integrated/combined residents. Plastic Surgery In-Service Exam scores can predict success on the American Board of Plastic Surgery Written Exam. Residents who score below the cut-points are at an increased risk of failing. These data can help identify residents at risk for early intervention.

Abstract 11: In-Service Examination Quizzes and Efficacy in Resident Education

Abstract 11: In-Service Examination Quizzes and Efficacy in Resident Education

Milestones on the Plastic Surgery In-Service Training Examination

The Plastic Surgery Milestones Project was implemented in 2014 to establish standards for competency based resident education. In restructuring educational activities under the Milestones, various pedagogical tools have been revised. However, these standards have not yet been applied to the Plastic Surgery In-Service Training Examination. The purpose of this study was to determine the representation of the various components of the Plastic Surgery Milestones Project, on the In-Service Training Examination. All questions from the 2014 - 2018 In-Service Examinations were evaluated within the framework of the current Plastic Surgery Milestones. Using content analysis, each Examination question was mapped to a single Milestone. Descriptive analysis of Milestone subject area and Core Competency breakdown, as well as year to year trends, were performed. Of the 1,150 questions analyzed, there was an unequal representation of individual Milestones (0-7.4%). Of the 36 Plastic Surgery Milestones, 10 represented more than 50% of the PSITEs while 8 Milestones had less than 1% representation. The most common subject area was Head and Neck (12.7%) and least common was Reconstruction of the Trunk and Perineum. Among Core Competencies, more than half (50.4%) tested Patient Care while Interpersonal and Communication Skills was the lowest represented, 0.2%. The Plastic Surgery In-Service Examination tests a variable proportion of Milestones. Currently, the PSITE is not well integrated with competency based education in spite of a shift towards such a training model. Going forward, the PSITE may include an associated Milestone with each question in order to better incorporate Competencies into this important annual evaluation metric.

Teaching Ophthalmology Residents Clinical Optics Via a Flipped Classroom Curriculum

Background Clinical optics is an essential part of ophthalmology resident education that can be challenging for both learners and teachers when taught using a lecture format. The effectiveness of a flipped classroom approach in this context has not been formally evaluated. Objective The main purpose of this article is to compare the effectiveness of flipped classroom versus lecture-based clinical optics curricula in a graduate medical education setting. Design Retrospective, nonrandomized, pre- and post-interventional study from 2009 to 2016. Setting, Participants Ophthalmology residency program at the Casey Eye Institute, Oregon Health &amp; Science University, an academic medical center in the United States. Participants included all ophthalmology residents able to take at least one Ophthalmic Knowledge Assessment Program (OKAP) examination during the years 2009 to 2016. Methods The clinical optics curriculum was changed from a lecture-based series to a flipped classroom curriculum and moved from the fall to winter during the 2012 to 2013 academic year. No major changes were made to the curriculum in other subject areas during the study period. Resident performance on the OKAP annual national in-service examination for the 4 years before and after the optics curriculum change was compared. Specifically, the scaled subtest scores from the Optics, Refraction, and Contact Lens subsection were examined, while scores from the 10 nonoptics subsections served as controls. Results Scores from 57 resident test administrations before the optics curriculum change and 59 after the optic curriculum change were available for comparison. The Optics, Refraction, and Contact Lens subsection mean scores were 50.37 ± 2.31 and 57.27 ± 2.47 before and after the optics curriculum change, respectively (mean ± 95% confidence interval). This was the only subsection score to show a statistically significant difference after the optics curriculum change (p = 0.00008). Conclusions and Relevance In comparison to a lecture-based curriculum, a flipped classroom approach to clinical optics education was found to be associated with higher ophthalmology resident performance on the optics subsection of the OKAP examination. Our study suggests that a flipped classroom format may be more effective than traditional lectures for teaching clinical optics in a graduate medical education setting.

The Digital EMS California Academy of Learning: One State's Innovative Approach to EMS Fellow Education.

Emergency medical services (EMS) fellowships are growing in significance within the United States prehospital health care system. While fellowships represent a cornerstone of EMS subspecialty education, an individual learner's experiences are limited by local resources and practices. California EMS fellowships have developed an innovative method for expanding fellows' educational experiences outside their immediate programs. Each month, fellows, fellowship directors, and local EMS medical directors from throughout the state participate in a video conference. This meeting is divided into four distinct components: book chapter presentation, board-style question review, call review, and an EMS literature review. The two-volume text Emergency Medical Services: Clinical Practice and Systems Oversight has been categorized into 12 modules, one for each month of the fellowship. Every meeting, one fellow prepares a didactic presentation summarizing the highlights from that month's chapters. Fellows each create five multiple-choice questions and answers, based on the section reading. Questions are assessed by the group, both for informational content and for appropriate formatting. After completion, these questions are submitted for future review for the EMS fellowship in-service examination. Based on that month's module topics, a call is chosen and reviewed. Regional protocol and practice differences from different systems are discussed. The online medical oversight provided and the prehospital provider performance are evaluated by the group. Fellows not assigned to present a call or didactic segment each choose one paper focusing on a subject relevant to the module or call. Strengths of the study design, analysis, outcomes, and relevance to EMS practice are discussed. Fellows and experienced EMS attendings are exposed to different protocol and system approaches in an interactive and accessible format. This partnership expands educational opportunities for fellows and promotes collaboration across EMS systems.

Program Director Perceptions of Usefulness of the Accreditation Council for Graduate Medical Education Milestones System for Urology Resident Evaluation

ObjectiveTo assess the application and perceived usefulness of the Accreditation Council for Graduation Medical Education Milestones system for resident evaluation among urology program directors (PDs). Materials and MethodsWe conducted an online survey of 133 urology PDs. The survey addressed several domains: (1) demographic information, (2) logistics and implementation of the faculty Clinical Competency Committee meetings, and (3) perceived overall effectiveness and usefulness of the Milestones assessments. ResultsEighty-eight responses were obtained (66% response rate). A total of 42/88 programs (48%) described the Milestones as very or somewhat unhelpful in resident evaluation, with a comparable proportion (44%) responding Milestones assessments never or almost never accurately distinguished between residents. Respondents felt higher scores on all domains of the Milestones were completely or somewhat uncorrelated to higher in-service examination scores (58%), with a smaller fraction (49%) deeming they were not predictive of board passage rates. Overall, 30% of respondents answered neutrally as to whether they felt the Milestones format has led to better resident formative feedback, and 35% were neutral as to the implications of this system toward promoting professional development. ConclusionThe Accreditation Council for Graduation Medical Education Milestones system for resident evaluation was initiated to create a uniform competency-based assessment system; however, a sizable proportion of urology PDs in our cohort did not find the Milestones system helpful or accurate in assessing residents or predicting future successes. Given the Milestones system is still in its infancy, the utility of this system within urology has yet to be fully assessed.

Comparative Analysis of the American Board of Family Medicine and American College of Osteopathic Family Physicians In-Training Examinations.

Family medicine residency programs accredited by the Accreditation Council for Graduate Medical Education and the American Osteopathic Association typically require their residents to take the American Board of Family Medicine's In-Training Examination (ITE) and the American College of Osteopathic Family Physicians' In-Service Examination (ISE). With implementation of the single accreditation system (SAS), is it necessary to administer both examinations? This pilot study assessed whether the degree of similarity for the construct of family medicine knowledge and clinical decision making as measured by both exams is high enough to be considered equivalent and analyzed resident ability distribution on both exams. A repeated measures design was used to determine how similar and how different the rankings of PGY-3s were with regard to their knowledge of family medicine as measured by the ISE and ITE. Eighteen third-year osteopathic residents participated in the analysis, and the response rate was 100%. The correlation between ISE and ITE rankings was moderately high and significantly different from zero (rs=.76, P&lt;0.05). A Wilcoxon signed rank test indicated that the median ISE score of 62 was not statistically significantly different than the median ITE score of 71 (Z=-0.74, P=0.46, 2-tailed). The lack of a difference on statistical analysis of ISE scores and the ITE scores of the PGY-3 residents suggests that the cohort of osteopathic residents in family residency programs and the cohort of residents in ACGME-accredited programs seem to be of comparable ability, therefore there is no clear justification for administering both examinations.

Competition as a Means for Improving Academic Scores and Attendance at Education Conference

To determine the effectiveness of competition on education conference attendance rate with a secondary goal of increased performance on in-service examination performance within a single academic general surgery residency. By using a competition-based model of learning, we aimed to increase the overall resident attendance to weekly education conference as well as performance on in-service examination. Residents were given weekly reading assignments which were supplemented with lectures from faculty with expert knowledge of a given topic on a weekly basis. The ability of the surgical resident to apply this knowledge in a board-style exam was then tested on a weekly by administering a 10-question quiz. The program was implemented at Robert Wood Johnson Medical School, an academic surgical residency program. The competition-based model of learning had improved conference attendance rates from 52% to 90% Overall quiz participation rates were 90.3% (SEM = 6.32%). Of the 5 distinct postgraduate levels performing on the weekly quizzes, the postgraduate year (PGY) 3 class performed best with the highest scores through 8 weeks. The next highest scoring class was the PGY 4 class. Overall average scores were 76% (standard deviation 10%). American Board of Surgery In-Training Examination scores did not significantly change between the observed years. Overall the average percentile for 2016 American Board of Surgery In-Training Examination was 55.3 compared to 2017's 47.4 (p = 0.0906). After adding competition to our weekly education conference, we were able to improve our overall education conference attendance. Although this change did not have any objective changes measured on in-service examination results, we feel the increase in attendance and participation within education conference can only serve to benefit the surgical trainee. The establishment of this program has increased resident academic expectations, and a formalized guest-attending lecture schedule only drives conference participation higher. The establishment of weekly quizzes for and by residents allows the student to be more involved in their own education, and that of their peers.

Association Between Performance on COMLEX-USA and the American College of Osteopathic Family Physicians In-Service Examination.

The primary goal of residency programs is to select and educate qualified candidates to become competent physicians. Program directors often use performance on licensure examinations to evaluate the ability of candidates during the resident application process. The American College of Osteopathic Family Physicians (ACOFP) administers an in-service examination (ISE) to residents annually. There are few prior studies of the relationship between the Comprehensive Osteopathic Medical Licensing Examination of the United States of America (COMLEX-USA) series and formative assessments of residents in training. We explored the relationship between performance on COMLEX-USA and the ACOFP in-service examination to offer support on the use of licensing examinations in resident selection. In 2016, performance data from the COMLEX-USA and the ISE were matched for 3 resident cohorts (2011-2013, inclusive; N = 1384). Correlations were calculated to examine the relationship between COMLEX-USA and ISE scores. Multiple linear regression models were used to determine if performance on COMLEX-USA significantly predicted third-year ISE (ISE-3) scores. Findings indicated that correlations among performance on COMLEX-USA and ISE were statistically significant (all P < .001), and there was strong intercorrelation between COMLEX-USA Level 3 and ISE-1 performance (r = 0.57, P < .001). Performance on the COMLEX-USA Levels 1 and 2-Cognitive Examination significantly predicted performance on the ISE-3 (F(2,1381) = 228.8, P < .001). The results support using COMLEX-USA as a part of resident selection in family medicine. Additionally, program directors may use performance on COMLEX-USA to predict success on the ISE-3.

Preparing for the Plastic Surgery In-Service Examination

Preparing for the Plastic Surgery In-Service Examination

Effects of Implementing a Breast Surgery Rotation on ABSITE Scores and Surgical Case Volume

BackgroundLittle is known about general surgery trainees’ education regarding management of breast problems. We sought to measure the impact of a dedicated breast surgery rotation on American Board of Surgery In-Service Examination (ABSITE) scores and operative volumes. MethodsA breast surgery rotation was implemented at our program in July 2016. We obtained the January 2017 ABSITE scores for postgraduate year (PGY) 1-3 residents, and obtained the case volumes for PGY 1-3 residents during the years 2015-2016 and 2016-2017. ResultsWe compared the performance on total questions and skin, soft tissue, and breast questions between the residents who had the breast rotation before the ABSITE to those that had it after. There was no difference in the average overall percentage (70.2% versus 71.7%, P = 0.55) or in the average skin, soft tissue, and breast percentage (70% versus 71.4%, P = 0.72). A postgraduate year-to-year comparison showed an increase in average total major cases among the PGY-1 residents (93.8 versus 166.8, P = 0.02), and an increase in average breast cases among the PGY-1 (17.8 versus 27 cases, P < 0.01) and PGY-2 (27.3 versus 47.7 cases, P = 0.02) years. There was an increase in the proportion of complex breast cases performed by PGY-3 residents (23.2% versus 33.1%, P = 0.01). ConclusionsA dedicated breast surgery rotation did not detract from the nonbreast general surgery educational experience of junior residents (as measured by ABSITE scores), and it increased the case volume of breast as well as total major cases among junior residents. A breast surgery rotation is valuable for strengthening surgical case volumes.

Mobile app technology is associated with improved otolaryngology resident in-service performance.

Otolaryngology residents face time-management challenges between clinical duties and self-directed learning. Mobile devices provide a new medium for education that could aid with educational efficiency. The objective of this study was to investigate whether spaced repetition mobile app use of an otolaryngology question bank was associated with improving factual knowledge as measured by in-service exam performance. For approximately 6 months prior to the 2016 in-service examination, 12 otolaryngology residents at a single institution were provided access to a spaced-repetition app with a preloaded licensed otolaryngology review question bank. The number of questions answered, as well as the time spent on the app, were electronically tracked. The associations of app usage on in-service results were analyzed using an autoregressive model adjusted for prior historical Otolaryngology Trainee Examination performance and postgraduate year. Eleven residents used the mobile app and were included in the analysis for an average of 304 minutes (range: 3 to 1,020) and reviewed on average 679 questions (range: 6 to 1,934). Controlling for residency year and prior performance, app usage was associated with an improvement by 2.92 percentage points (pp) (95% confidence interval [CI]: 0.14, 5.70) on overall in-service score. Allergy and pediatric subsection scores improved by 11.3 pp (95% CI: 3.8, 18.8) and 15.2 pp. (95% CI: 8.9, 21.5), respectively. Increased app use was associated with a score improvement by 0.008 pp per minute of use (95% CI: 0.004, 0.012). Use of mobile spaced-repetition technology can aid resident factual knowledge retention measured by improved in-service exam performance. 4 Laryngoscope, 129:E15-E20, 2019.

Objective Methodology to Assess Meaningful Research Productivity by Orthopaedic Residency Departments: Validation Against Widely Distributed Ranking Metrics and Published Surrogates

The mission of any academic orthopaedic training program can be divided into 3 general areas of focus: clinical care, academic performance, and research. Clinical care is evaluated on clinical volume, patient outcomes, patient satisfaction, and becoming increasingly focused on data-driven quality metrics. Academic performance of a department can be used to motivate individual surgeons, but objective measures are used to define a residency program. Annual in-service examinations serve as a marker of resident knowledge base, and board pass rates are clearly scrutinized. Research productivity, however, has proven harder to objectively quantify. In an effort to improve transparency and better account for conflicts of interest, bias, and self-citation, multiple bibliometric measures have been developed. Rather than using individuals' research productivity as a surrogate for departmental research, we sought to establish an objective methodology to better assess a residency program's ability to conduct meaningful research. In this study, we describe a process to assess the number and quality of publications produced by an orthopaedic residency department. This would allow chairmen and program directors to benchmark their current production and make measurable goals for future research investment. The main goal of the benchmarking system is to create an "h-index" for residency programs. To do this, we needed to create a list of relevant articles in the orthopaedic literature. We used the Journal Citation Reports. This publication lists all orthopaedic journals that are given an impact factor rating every year. When we accessed the Journal Citation Reports database, there were 72 journals included in the orthopaedic literature section. To ensure only relevant, impactful journals were included, we selected journals with an impact factor greater than 0.95 and an Eigenfactor Score greater than 0.00095. After excluding journals not meeting these criteria, we were left with 45 journals. We performed a Scopus search over a 10-year period of these journals and created a database of articles and their affiliated institutions. We performed several iterations of this to maximize the capture of articles attributed to institutions with multiple names. Based off of this extensive database, we were able to analyze all allopathic US residency programs based on their quality research productivity. We believe this as a novel methodology to create a system by which residency program chairmen and directors can assess progress over time and accurate comparison with other programs.

The Benefit of a Formal Plastic Surgery In-Service Conference

Annually, residents are expected to take an in-service examination to gauge their understanding of plastic surgery knowledge and prepare them for the American Board of Plastic Surgery written examination. In addition, in-service score are now being used as an assessment tool for fellowship applicants. Because of the breadth of Plastic Surgery material, it is difficult to prepare a resident for such a comprehensive examination. At the University of Utah, a weekly conference was instituted to help prepare residents for the in-service and board examination with the goal of improving scores. A weekly 90min review conference was initiated at the University of Utah in an effort to improve in-service scores. Residents along with a member of the faculty reviewed old in-service examination questions and discussed the selected topics in depth. The residents' examination score averages per PGY level were compared from years before and after initiation of the conference. In addition, examination scores for each individual were compared before and after initiation of the conference. Paired t-test comparisons were performed to analyze the results. Statistically significant improvement in residents examination scores averages were observed from years before and after initiation of the conference after the second year of training (42% vs 62%, p = 0.03). Furthermore, examination scores for each individual obtained the years before and the year after initiation of the conference significantly improved (31% vs 71%, p = 0.01). When comparing individuals in years prior to implementation of the conference there was no statistically significant improvement from year to year. Implementation of a formal weekly in-service conference significantly improved performance on the in-service examination. Improvement was found when comparing between PGY training level after the second year of training and individually for residents. These results advocate for a focused educational conference for preparation for the in-service examination.

Quantification of the Effectiveness of a Residency Program Using the Resident In-Service Examination

This study describes a quantitative tool in the assessment of residency programs, in which national ranking of residents after the resident in-service examination in postgraduate year 4 is compared to that in postgraduate year 1. The relationship between training and changes in ranking, resident in-service examination results before and after training in specific areas are also compared. To illustrate the use of this novel approach, data from a large residency program were analyzed. The 70 residents were ranked as a postgraduate year 1 group at the 50th national percentile. As postgraduate year 4 residents, they were ranked at the 59th percentile, a significant (P < .003) improvement. There was moderate correlation between performance in postgraduate year 1 and that in postgraduate year 4 (0.61); however, initial ranking was no indication of the final (R 2 = .34), with the exception of high performers. Training in specific areas improved ranking, demonstrating association between training and performance. In conclusion, the effectiveness of training provided by a residency program can be quantified using the resident in-service examination. This should provide a quantitative tool in the assessment of postgraduate programs.

Cytology cases of the week: an educational tool that improves trainee exposure to cytology

The Accreditation Council for Graduate Medical Education requires residents to examine 1500 cytology specimens by the end of residency. Cytology cases of the week (COWs) were instituted in 2010-2011 in an effort to increase trainee exposure to cytology. Images of 2 to 5 cases with basic clinical information are sent to residents weekly. Residents have 1 week to respond by e-mail; after which, correct answers are e-mailed. Cytology resident in-service examination (RISE) scores were used to assess the effectiveness of COWs. Additionally, a feedback survey was distributed to trainees to determine the perception of COWs as a teaching tool. An unpaired two-sided t test showed residents who participated in COWs scored 15.4% higher on the RISE than residents who participated minimally or not at all over the 5-year period (P < 0.05). In 2014-2015 and 2015-2016, when COWs were minimally and not at all offered, we saw a significant decrease in average cytology RISE scores compared with prior years when COWs were offered (P<0.05). There was no correlation between percentage of correctly submitted answers for COWs and RISE scores. The vast majority (83%) of trainees reported participating in COWs for self-study, and the majority (86%) felt participation in COWs increased their cytology knowledge. Major reasons for not participating included technical challenges and time limitations. COWs are an effective educational tool that increase resident fund of knowledge in cytology. Residents who participate in COWs perform higher on the RISE, regardless of percentage of correctly submitted answers.

Does In-Service Examination During Interventional Pulmonology Fellowship Predict Successful Completion of Interventional Pulmonology Board Certification?

SESSION TITLE: Medical Education SESSION TYPE: Original Investigation Slide PRESENTED ON: Monday, October 30, 2017 at 07:30 AM - 08:30 AM PURPOSE: Interventional pulmonology (IP) is a subspecialty of pulmonary medicine that requires a dedicated 12 months of additional training. Trainees in IP fellowship programs are required to complete in-service examinations toward the end of their training. This study analyzed the relationship between performance on the American Association of Interventional Pulmonology Program Directors (AIPPD) in-service training examination and subsequent performance on the American Association for Bronchology and Interventional Pulmonology (AABIP) board certification. METHODS: The cohort represented test takers between 2012 and 2015. All IP fellows who took the in-service examination were enrolled in the study. In order to determine the trainees that successfully passed the AABIP board examination, we cross referenced the AABIP listing of board certified physicians and also contacted the program directors via email. χ2 test was used to examine the relationship between performance on the in-service training examination and the Certification Examination. RESULTS: A total of 59 fellows took the in-training examination between 2012 and 2015. 55 (93.22%) were trained in the US and 4 (6.78%) in Canada. The majority of IP fellowship graduates (67.8%) had positions in academic IP practices. Overall mean percentage score of IP in-service examination was (69.8% ±8.2). 88.2% (52/59) fellows passed the IP in-service examination. 84.7% (50/59) took the AABIP board examination, 15.3% (9/59) didn’t present the AABIP board certification, and therefore these were excluded from the statistical analysis, 82% (41/50) obtained the certification. The correlation between in-service examination and board certification was statistically significant (P: 0.024) CONCLUSIONS: The in-training examination is a self-assessment examination and performance on the test is a positive predictor of future performance on the AABIP board exam certification. CLINICAL IMPLICATIONS: In-training fellowship examination is a predictor of AABIP board certification and the candidate’s future clinical performance and skills when dealing with patients with pulmonary diseases. DISCLOSURE: The following authors have nothing to disclose: Melibea Sierra, Shaheen Islam, Hans Lee, Neeraj Desai, Carla Lamb, Fayez Kheir, Adnan Majid No Product/Research Disclosure Information