Medical Knowledge Assessment by Hematology and Medical Oncology In-Training Examinations Are Better Than Program Director Assessments at Predicting Subspecialty Certification Examination Performance.

The Accreditation Council for Graduate Medical Education's Next Accreditation System requires training programs to demonstrate that fellows are achieving competence in medical knowledge (MK), as part of a global assessment of clinical competency. Passing American Board of Internal Medicine (ABIM) certification examinations is recognized as a metric of MK competency. This study examines several in-training MK assessment approaches and their ability to predict performance on the ABIM Hematology or Medical Oncology Certification Examinations. Results of a Hematology In-Service Examination (ISE) and an Oncology In-Training Examination (ITE), program director (PD) ratings, demographic variables, United States Medical Licensing Examination (USMLE), and ABIM Internal Medicine (IM) Certification Examination were compared. Stepwise multiple regression and logistic regression analyses evaluated these assessment approaches as predictors of performance on the Hematology or Medical Oncology Certification Examinations. Hematology ISE scores were the strongest predictor of Hematology Certification Examination scores (ß = 0.41) (passing odds ratio [OR], 1.012; 95 % confidence interval [CI], 1.008-1.015), and the Oncology ITE scores were the strongest predictor of Medical Oncology Certification Examination scores (ß = 0.45) (passing OR, 1.013; 95 % CI, 1.011-1.016). PD rating of MK was the weakest predictor of Medical Oncology Certification Examination scores (ß = 0.07) and was not significantly predictive of Hematology Certification Examination scores. Hematology and Oncology ITEs are better predictors of certification examination performance than PD ratings of MK, reinforcing the effectiveness of ITEs for competency-based assessment of MK.

Relationship between performance on the NBME® Comprehensive Clinical Science Self-Assessment and USMLE® Step 2 Clinical Knowledge for USMGs and IMGs.

BACKGROUND: The Comprehensive Clinical Science Self-Assessment (CCSSA) is a web-administered multiple-choice examination that includes content that is typically covered during the core clinical clerkships in medical school. Because the content of CCSSA items resembles the content of the items on Step 2 Clinical Knowledge (CK), CCSSA is intended to be a tool for students to help assess whether they are prepared for Step 2 CK and to become familiar with its content, format, and pacing. PURPOSES: This study examined the relationship between performance on the National Board of Medical Examiners® CCSSA and performance on the United States Medical Licensing Examination® Step 2 CK for U.S./Canadian (USMGs) and international medical school students/graduates (IMGs). METHODS: The study included 9,789 participants who took CCSSA prior to their first Step 2 CK attempt. Linear and logistic regression analyses investigated the relationship between CCSSA performance and performance on Step 2 CK for both USMGs and IMGs. RESULTS: CCSSA scores explained 58% of the variation in first Step 2 CK scores for USMGs and 60% of the variation for IMGs; the relationship was somewhat different for the two groups as indicated by statistically different intercepts and slopes for the regression lines based on each group. Logistic regression results showed that examinees in both groups with low scores on CCSSA were at a higher risk of failing their first Step 2 CK attempt. CONCLUSIONS: RESULTS suggest that CCSSA can provide students with a valuable practice tool and a realistic self-assessment of their readiness to take Step 2 CK.

Appropriate seating for medical patients: an audit.

OBJECTIVE: To determine the number and types of chairs available for patient use; to establish minimum criteria of appropriate chairs; and to assess the suitability of available chairs to seat patients admitted to medical wards. METHODS: Audit of chairs available in medical wards in a tertiary referral public hospital was conducted. All chairs relevant to patient use were photographed and counted. An expert panel determined minimum criteria of appropriate seating for older patients from functional, occupational health and safety, ergonomic, infection control and usability viewpoints. The number of chairs meeting the minimum criteria level was recorded and was expressed as a percentage of the number of required chairs (hospitalised patients able to be sat out of bed). RESULTS: A total of 270 chairs of 36 different types were identified. The majority of chairs, 231 (85%), did not meet the minimum criteria. Thirty-nine chairs met the minimum criteria for patients to sit in with 113 (66%) patients unable to sit out of bed. CONCLUSION: This study identified that there were insufficient appropriate chairs available for patients to sit out of bed in this facility. This has potential implications for functional ability of the patients, particularly for the older person.

Degree of Integration Between Occupational Safety and Health Programs and Wellness Programs: First-year Results From an Insurer-Sponsored Wellness Grant for Smaller Employers.

OBJECTIVE: The aim of this study was to describe levels of integration between occupational safety and health (OSH) and workplace wellness programs/practices/policies ("programs") among participants in an insurer-sponsored wellness grant program. METHODS: We analyzed survey responses about year 1 of an insurer-sponsored grant to start a wellness program from 220 small- and medium-sized employers. Responses yielded 25 indicators of OSH-wellness integration, and 10 additional indicators to summarize multiple responses. RESULTS: At least half of the employers (N = 220) reported some level of integration within five of seven categories of OSH-wellness integration. Employers sometimes considered ergonomics, safety, or substance exposure hazards while designing their wellness program (15%) or reduced such hazards to support their wellness program (24%). Few meaningful differences were observed by employer size. CONCLUSIONS: Although high levels of integration were unusual, some degree of integration was common for most indicator categories.

Relationship between performance on the NBME Comprehensive Basic Sciences Self-Assessment and USMLE Step 1 for U.S. and Canadian medical school students.

BACKGROUND: This study examined the relationship between performance on the National Board of Medical Examiners Comprehensive Basic Science Self-Assessment (CBSSA) and performance on United States Medical Licensing Examination Step 1. METHOD: The study included 12,224 U.S. and Canadian medical school students who took CBSSA prior to their first Step 1 attempt. Linear and logistic regression analyses investigated the relationship between CBSSA performance and performance on Step 1, and how that relationship was related to interval between exams. RESULTS: CBSSA scores explained 67% of the variation in first Step 1 scores as the sole predictor variable and 69% of the variation when time between CBSSA attempt and first Step 1 attempt was also included as a predictor. Logistic regression results showed that examinees with low scores on CBSSA were at higher risk of failing their first Step 1 attempt. CONCLUSIONS: Results suggest that CBSSA can provide students with a realistic self-assessment of their readiness to take Step 1.