In-Training Examination Research Articles

Training outcomes of preliminary surgical residents in a university and Veterans Affairs surgical residency.

Nearly 1400 medical students enter preliminary surgical residency each year; placing some of these students into categorical surgical training is an important component of building the future surgical workforce. To examine the training outcomes of preliminary residents in a university and Veterans Affairs surgical residency and to test the hypothesis that characteristics of these residents could be identified that would predict successful placement into categorical general surgical residency. A retrospective cohort of 66 nondesignated preliminary surgical residents who entered a research-intensive, university-based surgical training program with significant Veterans Affairs hospital experience between 2004 and 2012. Placement of preliminary residents into a categorical general surgical residency. Of 66 nondesignated preliminary residents enrolled in our program during the study period, 57 completed a postgraduate year (PGY) 1 and 22 completed a PGY-2. A total of 21 residents (32%) secured categorical general surgical positions, 8 of 57 (14%) after PGY-1 and 13 of 22 (59%) after PGY-2, a significantly different rate (P < .001). Predictors of success in obtaining a categorical position included a PGY-2, United States Medical Licensing Examination step 2 score, year 1 American Board of Surgery In-Training Examination score, class rank, and prior graduate medical education. By multivariable analysis, only the PGY-2 was significant (P < .03). Residents who obtained categorical surgical positions after 1 preliminary year had significantly higher United States Medical Licensing Examination scores (mean [SD] step 1 score, 235.4 [23.5] vs 206.3 [16.2]; P < .02; step 2 score, 239.3 [21.2] vs 218.5 [16.1]; P < .05) but did not have higher year 1 American Board of Surgery In-Training Examination percentiles (mean [SD], 63.3 [33.3] vs 47.3 [30.8]; P < .34). Performing a PGY-2 preliminary year increases the chance for a preliminary surgical resident to obtain a place in a categorical surgical residency. Programs that offer preliminary positions should consider offering both PGY-1 and PGY-2 positions, because the PGY-2 increases the categorical surgical placement rate, especially for residents with lower test scores.

Interventions That Affect Resident Performance on the American Board of Surgery In-Training Examination: A Systematic Review

To systematically review the published literature on the effectiveness of interventions intended to improve residents' American Board of Surgery In-Training Examination (ABSITE) performances. A systematic review was conducted by 2 independent investigators to identify all publications that examined the effect of specific interventions on residents' ABSITE performances from 1975 to 2013. Overall, 26 published articles met study criteria. Structured reading programs and setting clear expectations with mandatory remedial programs were consistently effective in improving ABSITE performance, whereas the effect of didactic teaching conferences and problem-based learning groups was mixed. There was marked heterogeneity in the usage of study designs and reporting of results. Structured reading programs and mandatory remedial programs appear to be consistently effective measures that can improve residents' ABSITE performances. There is a need for improved study design and reporting in future research conducted in this field.

CORR Insights: an analysis of references used for the Orthopaedic In-Training Examination: what are their levels of evidence and journal impact factors?

This CORR Insights® is a commentary on the article “An Analysis of References Used for the Orthopaedic In-Training Examination: What are Their Levels of Evidence and Journal Impact Factors?” by Haughom and colleagues available at: DOI: 10.1007/s11999-014-3895-0. The author certifies that he, or any member of his immediate family, has no funding or commercial associations (eg, consultancies, stock ownership, equity interest, patent/licensing arrangements, etc) that might pose a conflict of interest in connection with the submitted article. All ICMJE Conflict of Interest Forms for authors and Clinical Orthopaedics and Related Research ® editors and board members are on file with the publication and can be viewed on request. The opinions expressed are those of the writers, and do not reflect the opinion or policy of CORR ® or the Association of Bone and Joint Surgeons®. This CORR Insights® comment refers to the article available at DOI: 10.1007/s11999-014-3895-0.

323 Can In-Training Exam Review Quizzes Administered via Audience Response System Predict Scores on In-Training Exam?

In preparation for the American Board of Emergency Medicine (ABEM) written board examination (Qualifying Examination) residents take an annual in-training exam. All emergency medicine (EM) residencies strive for a 100% pass rate of this examination. However, each residency has its own training strengths and weaknesses (eg, strong educational sessions in toxicology or high clinical exposure to trauma). To improve in-training exam scores, many residency programs provide review sessions. These serve to improve performance. One method of review is board-style questions with an audience response system which has been shown to be an effective tool for knowledge acquisition and assessment in other settings. We investigate if scores on review quizzes delivered by an audience response system correlate with in-training exam scores. Prospective observational study of EM residents at 6 ACGME-accredited EM residency programs. Subjects included residents who had taken previous in-training examinations. Subjects participated in bimonthly review sessions using Rosh Review questions and an audience response system. Twelve review quizzes were administered each consisting of 10 multiple choice questions covering a major topic of the EM in-training exam: cardiology, gastroenterology, neurology, toxicology, signs and symptoms, procedures, trauma, respiratory, obstetrics and gynecology, infectious disease, head-ears-eyes-nose-throat, and environmental disorders. Total mean scores for the review quizzes were calculated for each participant. Scores from incomplete quizzes, defined as less than 7 out of 10 questions answered, were excluded from analysis. A mixed linear model was used to analyze the data accounting for prior 2012 in-training exam scores and nesting due to institution. A total of 135 residents participated and their data analyzed. Results from the mixed linear model indicate that the total mean score on the review quizzes was a significant [t(127) = 6.68; P<.00010] predictor of the 2013 in-training exam score after controlling for the 2012 in-training exam score. Our results suggest that scores from review quizzes delivered by an audience response system correlate with in-training exam scores. This information may be useful in identifying poor performers early so that targeted educational interventions can be made.

Oncology fellows’ career plans, expectations, and well-being: do fellows know what they are getting into?

To evaluate the career plans, professional expectations, and well-being of oncology fellows compared with actual experiences of practicing oncologists. US oncology fellows taking the 2013 Medical Oncology In-Training Examination (MedOnc ITE) were invited to participate in an optional postexamination survey. The survey evaluated fellows’ career plans and professional expectations and measured burnout, quality of life (QOL), fatigue, and satisfaction with work-life balance (WLB) using standardized instruments. Fellows’ professional expectations and well-being were compared with actual experiences of US oncologists assessed simultaneously. Of the 1,637 oncology fellows in the United States, 1,373 (83.9%) took the 2013 MedOnc ITE. Among these, 1,345 (97.9%) completed the postexamination survey. The frequency of burnout among fellows decreased from 43.3% in year 1 to 31.7% in year 2 and 28.1% in year 3 (P < .001). Overall, the rate of burnout among fellows and practicing oncologists was similar (34.1% v. 33.7%; P = .86). With respect to other dimensions of well-being, practicing oncologists had lower fatigue (P < .001) and better overall QOL scores (P < .001) than fellows but were less satisfied with WLB (P = .0031) and specialty choice (P < .001). Fellows’ expectations regarding future work hours were 5 to 6 hours per week fewer than oncologists’ actual reported work hours. Levels of burnout (P = .02) and educational debt (P < or =.004) were inversely associated with ITE scores. Fellows with greater educational debt were more likely to pursue private practice and less likely to plan an academic career. Oncology fellows entering practice trade one set of challenges for another. Unrealized expectations regarding work hours may contribute to future professional dissatisfaction, burnout, and challenges with WLB.

Assessing Effectiveness of a Geriatrics Rotation for Second-Year Internal Medicine Residents.

Residents need to acquire an understanding of the biopsychosocial aspects of caring for older adults with chronic illness, along with effective use of interdisciplinary services inside and outside of the hospital. We expanded the geriatric medicine experience for second-year internal medicine residents and present the results of the first year's experience. We paired a mandatory rotation for postgraduate year-2 internal medicine residents (2weeks of day and 1week of night inpatient experience in the Acute Care for Elders Unit), and a 1-week outpatient systems-based practice experience with online modules and readings. Evaluation included a case presentation, an oral examination, a written questionnaire for all residents, and a global assessment of the residents' performance on the geriatrics portion of the 2012 In-Training Examination (ITE). All residents passed their oral examination; there was little difference between classes in systems-based practice knowledge. More than 90% (21 of 23) of the residents who took the rotation reported that it left a lasting impression on how they would care for their patients. Mean ITE scores in geriatrics for all residents increased from 53% (versus 61% overall) in 2010 to 87% (versus 81%) in 2012, although they dropped to 69% (versus 82%) in 2013. A rotation in geriatrics that is highly rated and covers both acute care and systems-based practice concepts is feasible for internal medicine residents. Residents did not learn detailed knowledge about specific programs for older adults, but clinical geriatrics knowledge improved.

From the Desk of the Program Director: Show Me the Rankings!

From the Desk of the Program Director: Show Me the Rankings!

An analysis of references used for the Orthopaedic In-Training Examination: what are their levels of evidence and journal impact factors?

Although the references recommended for the Orthopaedic In-Training Examination (OITE) have been evaluated in certain subspecialty domains, suggested reference level of evidence (LOE), impact factor, and citation age have not been evaluated comprehensively to our knowledge. We present an analysis of all references cited in the OITE recommended readings for each test question including the duration of time between their initial publication and their use in the OITE, which we defined as citation age, LOE, and the impact factor of the journals referenced. We evaluated all references for the 2010 to 2012 OITE administrations (three examinations; 825 questions total). Publication characteristics, including citation age, were noted. The LOE for each journal article and the impact factor of each journal were determined; differences in LOE and impact factor were compared between test sections. A total of 1817 references were cited in the 825 questions we evaluated; this denominator was used in all calculations that follow. The recommended reading references included 1337 journal article references (74%), 469 text references (26%), and 11 multimedia sources (0.6%; eg, websites, instructional DVDs). The three most commonly recommended journals were general orthopaedic journals, The Journal of Bone and Joint Surgery (American Volume), Journal of American Academy of Orthopaedic Surgeons, and Clinical Orthopaedics and Related Research. The majority (72.2%) of the cited journal references were published within 10 years of the test date, with a mean ± SD citation age of 8.3 ± 7.4 years. The majority of the cited journal articles were Levels IV and V evidence (mean, 4.16 ± 1.1). The Spine section had higher LOE (3.74; p < 0.001), although the practical relevance of such a difference is questionable, as all but two sections' LOE rounded to Level IV evidence. The Spine and Basic Science sections were published in journals with a larger mean impact factor (Basic Science, 7.16 ± 12.67; Spine, 5.73 ± 12.08; p < 0.001). Our data show that the majority of the recommended readings for the OITE stem from higher impact general orthopaedic and major subspecialty journals. Furthermore the observed mean LOE of the recommended readings shows a preponderance of Levels IV and V research. These data may suggest that test-takers may find benefit in the review of high-level general orthopaedic journals, and review articles in particular while preparing for the OITE, although further study is necessary to determine optimal test preparation strategies. Finally, our study provides a baseline analysis of the study designs of OITE recommended references, and may provide insight for educators designing resident educational curricula.

Assessing Achievement in Nephrology Training: Using Clinic Chart Audits to Quantitatively Screen Competency

Entrustable professional activities (EPAs) are complex tasks representing vital physician functions in multiple competencies, used to demonstrate trainee development along milestones. Managing a nephrology outpatient clinic has been proposed as an EPA for nephrology fellowship training. Retrospective cohort study of nephrology fellow outpatient clinic performance using a previously validated chart audit tool. Outpatient encounter chart audits for training years 2008-2009 through 2012-2013, corresponding to participation in the Nephrology In-Training Examination (ITE). A median of 7 auditors (attending nephrologists) audited a mean of 1,686±408 (SD) charts per year. 18 fellows were audited; 12, in both of their training years. Proportion of chart audit and quality indicator deficiencies. Longitudinal deficiency and ITE performance. Among fellows audited in both their training years, chart audit deficiencies were fewer in the second versus the first year (5.4%±2.0% vs 17.3%±7.0%; P<0.001) and declined between the first and second halves of the first year (22.2%±6.4% vs 12.3%±9.5%; P=0.002). Most deficiencies were omission errors, regardless of training year. Quality indicator deficiencies for hypertension and chronic kidney disease-associated anemia recognition and management were fewer during the second year (P<0.001). Yearly audit deficiencies≥5% were associated with an ITE score less than the 25th percentile for second-year fellows (P=0.03), with no significant association for first-year fellows. Auditor-reported deficiencies declined between the first and second halves of the year (17.0% vs 11.1%; P<0.001), with a stable positive/neutral comment rate (17.3% vs 17.8%; P=0.6), suggesting that the decline was not due to auditor fatigue. Retrospective design and small trainee numbers. Managing a nephrology outpatient clinic is an EPA. The chart audit tool was used to assess longitudinal fellow performance in managing a nephrology outpatient clinic. Failure to progress may be quantitatively identified and remediated. The tool identifies deficiencies in all 6 competencies, not just medical knowledge, the primary focus of the ITE and the nephrology subspecialty board examination.

Improving applicant selection: identifying qualities of the unsuccessful otolaryngology resident.

To identify the prevalence and management of problematic residents. Additionally, we hope to identify the factors associated with successful remediation of unsuccessful otolaryngology residents. Self-reported Internet and paper-based survey. An anonymous survey was distributed to 152 current and former program directors (PDs) in 2012. The factors associated with unsuccessful otolaryngology residents and those associated with the successful remediation of problematic residents were investigated. An unsuccessful resident is defined as one who quit or was removed from the program for any reason, or one whose actions resulted in criminal action or citation against their medical license after graduation from residency. Remediation is defined as an individualized program implemented to correct documented weaknesses. The overall response rate was 26% (40 PDs). Seventy-three unsuccessful or problematic residents were identified. Sixty-six problematic or unsuccessful residents were identified during residency, with 58 of 66 (88%) undergoing remediation. Thirty-one (47%) residents did not graduate. The most commonly identified factors of an unsuccessful resident were: change in specialty (21.5%), interpersonal and communication skills with health professionals (13.9%), and clinical judgment (10.1%). Characteristics of those residents who underwent successful remediation include: poor performance on in-training examination (17%, P < .01) and inefficient use of time (11.4%, P = .02). A large proportion of otolaryngology PDs in this sample identified at least one unsuccessful resident. Improved methods of applicant screening may assist in optimizing otolaryngology resident selection.

Pediatric emergency medicine asynchronous e-learning: a multicenter randomized controlled Solomon four-group study.

Asynchronous e-learning allows for targeted teaching, particularly advantageous when bedside and didactic education is insufficient. An asynchronous e-learning curriculum has not been studied across multiple centers in the context of a clinical rotation. We hypothesize that an asynchronous e-learning curriculum during the pediatric emergency medicine (EM) rotation improves medical knowledge among residents and students across multiple participating centers. Trainees on pediatric EM rotations at four large pediatric centers from 2012 to 2013 were randomized in a Solomon four-group design. The experimental arms received an asynchronous e-learning curriculum consisting of nine Web-based, interactive, peer-reviewed Flash/HTML5 modules. Postrotation testing and in-training examination (ITE) scores quantified improvements in knowledge. A 2 × 2 analysis of covariance (ANCOVA) tested interaction and main effects, and Pearson's correlation tested associations between module usage, scores, and ITE scores. A total of 256 of 458 participants completed all study elements; 104 had access to asynchronous e-learning modules, and 152 were controls who used the current education standards. No pretest sensitization was found (p = 0.75). Use of asynchronous e-learning modules was associated with an improvement in posttest scores (p < 0.001), from a mean score of 18.45 (95% confidence interval [CI] = 17.92 to 18.98) to 21.30 (95% CI = 20.69 to 21.91), a large effect (partial η(2) = 0.19). Posttest scores correlated with ITE scores (r(2) = 0.14, p < 0.001) among pediatric residents. Asynchronous e-learning is an effective educational tool to improve knowledge in a clinical rotation. Web-based asynchronous e-learning is a promising modality to standardize education among multiple institutions with common curricula, particularly in clinical rotations where scheduling difficulties, seasonality, and variable experiences limit in-hospital learning.

Erratum

Academic Emergency MedicineVolume 21, Issue 7 p. 841-841 ErratumFree Access Erratum This article corrects the following: Delaying the American Board of Emergency Medicine Qualifying Examination Is Associated With Poorer PerformanceEl Retraso en la Realizacion del Examen de Cualificación de la American Board of Emergency Medicine Se Asocia con un Peor Rendimiento Catherine A. Marco MD, Francis L. Counselman MD, Robert C. Korte PhD, Robert G. Purosky, Cameron Thomas Whitley MA, Earl J. Reisdorff MD, John Burton MD, Volume 21Issue 6Academic Emergency Medicine pages: 688-693 First Published online: July 5, 2014 First published: 13 August 2014 https://doi.org/10.1111/acem.12481AboutSectionsPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat In [1], on page 692, the Conclusion should have been stated as: The in-training examination score from the final year of residency is a significant predictor of the qualifying examination score. Delay taking the qualifying examination is associated with poorer performance, even when accounting for intrinsic ability as measured by in-training examination performance. Poorer performance is more pronounced when the delay is 2 years or longer. Taking the qualifying examination immediately after residency completion is associated with better examination performance. We apologize for this error. Reference 1Marco C, Counselman F, Korte R, Purosky R, Whitley C, Reisdorff E. (2014) Delaying the American Board of Emergency Medicine Qualifying Examination Is Associated With Poorer Performance. Acad Emerg Med. 2014 Jun; 21 (6): 688– 693. doi: 10.1111/acem.12473 Wiley Online LibraryPubMedWeb of Science®Google Scholar Volume21, Issue7July 2014Pages 841-841 ReferencesRelatedInformation

Using the American Board of Surgery In-Training Examination to Predict Board Certification: A Cautionary Study

Although designed as a low-stakes formative examination, the American Board of Surgery In-Training Examination (ABSITE) is often used in high-stakes decisions such as promotion, remediation, and retention owing to its perceived ability to predict the outcome of board certification. Because of the discrepancy between intent and use, the ability of ABSITE scores to predict passing the American Board of Surgery certification examinations was analyzed. All first-time American Board of Surgery qualifying examination (QE) examinees between 2006 and 2012 were reviewed. Examinees' postgraduate year (PGY) 1 and PGY5 ABSITE standard scores were linked to QE scores and pass/fail outcomes (n = 6912 and 6846, respectively) as well as first-time certifying examination (CE) pass/fail results (n = 1329). Linear and logistic regression analyses were performed to evaluate the utility of ABSITE scores to predict board certification scores and pass/fail outcomes. PGY1 ABSITE scores accounted for 22% of the variance in QE scores (p < 0.001). PGY5 scores were a slightly better predictor, accounting for 30% of QE score variance (p < 0.001). Analyses showed that selecting a PGY5 ABSITE score that maximized overall decision accuracy for predicting QE pass/fail outcomes (86% accuracy) resulted in 98% sensitivity, 13% specificity, a positive predictive value of 87%, and a negative predictive value of 57%. ABSITE scores were not predictive of success on the CE. ABSITE scores are a useful predictor of QE scores and outcomes but do not predict passing the CE. Although scoring well on the ABSITE is highly predictive of QE success, using low ABSITE scores to predict QE failure results in frequent decision errors. Program directors and other evaluators should use additional sources of information when making high-stakes decisions about resident performance.

Implementation of a monitored educational curriculum and impact on pediatrics resident in-training examination scores.

Implementation of a monitored educational curriculum and impact on pediatrics resident in-training examination scores.

Delaying the American Board of Emergency Medicine qualifying examination is associated with poorer performance.

The initial step in certification by the American Board of Emergency Medicine (ABEM) requires passing a multiple-choice-question qualifying examination. The qualifying examination is typically taken in the first year after residency training. This study was undertaken to determine if a delay in taking the qualifying examination is associated with poorer performance. The authors also examined the relationship between in-training examination scores and qualifying examination scores. This was a pooled time-series cross-section study. Primary measurements were initial qualifying examination scores, the timing of the qualifying examination, and in-training examination scores. The three groups, based on qualifying examination timing, were immediate, 1-year delay, and ≥2-year delay. In-training examination scores were analyzed to determine the relationship between intrinsic ability, examination timing, and qualifying examination scores. For analysis, a generic pooled ordinary least-squares dummy variable model with robust standard errors was used. A pre hoc level of significance was determined to be α < 0.01. There were 16,353 qualifying examination test administrations between 2000 and 2012. In-training examination scores were positively correlated with qualifying examination scores (p < 0.001). The group pass rates were 98.9% immediate, 95.6% 1-year delay, and 86.6% ≥2-year delay. After controlling for in-training examination scores, delay taking the qualifying examination of 1 year was associated with a decrease in score of -0.6 (p = 0.003). A delay in taking the qualifying examination ≥2 years was associated with a decrease in score of -2.5 points (p < 0.001). After accounting for innate ability using in-training examination scores, delay taking the qualifying examination was associated with poorer performance. This effect was more pronounced if the delay was ≥2 years.

A procedural skills OSCE: assessing technical and non-technical skills of internal medicine residents.

Internists are required to perform a number of procedures that require mastery of technical and non-technical skills, however, formal assessment of these skills is often lacking. The purpose of this study was to develop, implement, and gather validity evidence for a procedural skills objective structured clinical examination (PS-OSCE) for internal medicine (IM) residents to assess their technical and non-technical skills when performing procedures. Thirty-five first to third-year IM residents participated in a 5-station PS-OSCE, which combined partial task models, standardized patients, and allied health professionals. Formal blueprinting was performed and content experts were used to develop the cases and rating instruments. Examiners underwent a frame-of-reference training session to prepare them for their rater role. Scores were compared by levels of training, experience, and to evaluation data from a non-procedural OSCE (IM-OSCE). Reliability was calculated using Generalizability analyses. Reliabilities for the technical and non-technical scores were 0.68 and 0.76, respectively. Third-year residents scored significantly higher than first-year residents on the technical (73.5 vs. 62.2%) and non-technical (83.2 vs. 75.1%) components of the PS-OSCE (p < 0.05). Residents who had performed the procedures more frequently scored higher on three of the five stations (p < 0.05). There was a moderate disattenuated correlation (r = 0.77) between the IM-OSCE and the technical component of the PS-OSCE scores. The PS-OSCE is a feasible method for assessing multiple competencies related to performing procedures and this study provides validity evidence to support its use as an in-training examination.

US Medical Licensing Exam scores and performance on the Psychiatry Resident In-Training Examination.

This study explores relationships between US Medical Licensing Examination (USMLE) and Psychiatry Resident In-Training Examination (PRITE) scores over a 10-year period at a university-affiliated program. For all MD general psychiatry residents who matriculated from 2003 to 2012 (n = 51), we extracted three-digit first-attempt and passing USMLE Step 1 and Step 2 clinical knowledge (CK) scores and PRITE percentile scores, stratified by global psychiatry and neurology scores, for postgraduate year (PGY)-1, 2, 3, and 4. A mixed model repeated measures analysis was performed to assess the association between USMLE and PRITE scores, adjusting for age, sex, and US medical graduate versus IMG status. Multiple linear regression models of USMLE and PGY-1 PRITE scores were also constructed. USMLE Steps 1 and 2 CK scores were significant predictors of PRITE psychiatry and neurology scores, both in PGY-1 as well as across all years of training (p < 0.01 for each). Given that PRITE scores are a significant predictor of success on the ABPN written examination, USMLE scores may be an important quantitative predictor of performance during residency.

Pediatric Subspecialty Fellowship Clinical Training Project: Current Fellows

BACKGROUND:The American Board of Pediatrics certifies physicians in general pediatrics and 14 pediatric subspecialties. Historically, all subspecialties have a standard pathway of training that is 3 years in duration to ensure time for both clinical and scholarly training and experience. In 2004, the American Board of Pediatrics expanded the scope for scholarly activity in fellowship training to include the assignment of each fellow to a Scholarship Oversight Committee and the completion of a scholarly activities core curriculum across subspecialties.METHODS:We conducted a national survey of all current fellows in 13 pediatric subspecialties who took the subspecialty in-training examination (N = 3551). Overall, 86% of all pediatric fellows in the United States sit for the examination.RESULTS:The majority (65%; N = 2178) believe the minimum 12-month expectation for clinical training is appropriate for their specific subspecialty. The majority of fellows (59%; N = 1984) do not agree that the amount of scholarly activity should be the same for all fellows in their respective subspecialties regardless of career path (ie, primarily clinical versus primarily research). Half (50%; N = 1661) posited that the required duration of training, regardless of career path, should remain at 3 years.CONCLUSIONS:Balancing the components of subspecialty training is an important and probably never-ending quest. As changes in the health care system and care delivery organization continue, what we expect and need from our subspecialists, from the perspectives of the profession, the health care delivery system, and the public, will probably vary over time.

A Milestone-Based Approach to Breast Imaging Instruction for Residents

Residency is historically an apprenticeship, learning through observation and instruction with varying degrees of structure. Since July 2013, the Next Accreditation System (NAS) of the ACGME has required the use of progressive milestones for each radiology residency rotation. The authors describe how a breast imaging curriculum can be structured to comply with the NAS. The breast imaging rotations move from basic recognition and management of suspicious findings, through the detection of more subtle findings and learning of biopsy skills, and finally to the synthesis and management of more advanced findings. Likewise, patient communication moves from sharing imaging findings to the more challenging situation of breaking the bad news of a cancer diagnosis. This progression of skills mirrors the objectives of levels 1 to 4 of the NAS. Learning objectives have been adapted to form very specific milestones for each rotation, which results in a shared responsibility between residents and faculty members. Using clear expectations may improve the uniformity of teaching, resident satisfaction, and facilitate performance review for residents who are struggling. Didactic lectures, case-based conferences, teaching file cases, and assigned readings provide different approaches to education, allowing variation in learning styles. Performance on the breast imaging section on the ACR Diagnostic Radiology In-Training examination at our institution has risen from below the 50th percentile to around the 80th percentile beginning in 2011.

Surgery Residency Curriculum Examination Scores Predict Future American Board of Surgery In-Training Examination Performance

A protected block curriculum (PBC) with postcurriculum examinations for all surgical residents has been provided to assure coverage of core curricular topics. Biannual assessment of resident competency will soon be required by the Next Accreditation System. To identify opportunities for early medical knowledge assessment and interventions, we examined whether performance in postcurriculum multiple-choice examinations (PCEs) is predictive of performance in the American Board of Surgery In-Training Examination (ABSITE) and clinical service competency assessments. Retrospective single-institutional education research study. Academic general surgery residency program. A total of 49 surgical residents. Data for PGY1 and PGY2 residents participating in the 2008 to 2012 PBC are included. Each resident completed 6 PCEs during each year. The results of 6 examinations were correlated to percentage-correct ABSITE scores and clinical assessments based on the 6 Accreditation Council for Graduate Medical Education core competencies. Individual ABSITE performance was compared between PGY1 and PGY2. Statistical analysis included multivariate linear regression and bivariate Pearson correlations. A total of 49 residents completed the PGY1 PBC and 36 completed the PGY2 curriculum. Linear regression analysis of percentage-correct ABSITE and PCE scores demonstrated a statistically significant correlation between the PGY1 PCE 1 score and the subsequent PGY1 ABSITE score (p = 0.037, β = 0.299). Similarly, the PGY2 PCE 1 score predicted performance in the PGY2 ABSITE (p = 0.015, β = 0.383). The ABSITE scores correlated between PGY1 and PGY2 with statistical significance, r = 0.675, p = 0.001. Performance on the 6 Accreditation Council for Graduate Medical Education core competencies correlated between PGY1 and PGY2, r = 0.729, p = 0.001, but did not correlate with PCE scores during either years. Within a mature PBC, early performance in a PGY1 and PGY2 PCE is predictive of performance in the respective ABSITE. This information can be used for formative assessment and early remediation of residents who are predicted to be at risk for poor performance in the ABSITE.