The Perceived Value of Certification of Plastic and Aesthetic Nurses.

There is no quantitative evidence as to how plastic and aesthetic nurses perceive the value of certification. The aim of this study was to determine how certified and noncertified plastic and aesthetic registered nurses (RNs), who are members of the International Society of Plastic and Aesthetic Nurses (ISPAN), perceive the value of certification. A secondary study aim was to compare perceptions of nurses who hold a CPSN (Certified Plastic Surgical Nurse), CANS (Certified Aesthetic Nurse Specialist), or both certifications with nurses who do not hold these certifications. Upon approval of the ISPAN Board of Directors, the researchers prepared a survey. The survey collected demographic information sufficient to capture a picture of the nurses participating in the survey and to compare profiles of certified and noncertified nurses. The Perceived Value of Certification Tool (PVCT)-12 was used to obtain information about the nurses' perceived extrinsic and intrinsic values of certification. Overall, the highest level of agreement was found with the intrinsic value statements. Across all 12 items of the PVCT-12, participants who held a CPSN and/or CANS certification reported greater perceptions of the value of the CPSN and CANS certifications than participants who did not hold a CPSN or CANS certification. Certified participants' intrinsic and extrinsic value scores were found to be significantly higher than noncertified participants' scores. The extrinsic value statements of the PVCT-12 were the least endorsed. Extrinsic rewards in combination with added support and recognition for nurses may be what is necessary to increase the proportion of certified nurses.

Professional training and autonomy of nursing teachers in the qualification of higher education in nursing.

OBJECTIVES: to identify the aspects related to professional training and autonomy of undergraduate nursing teachers of a public institution in Brasília, Federal District, in order to contribute to the course management and qualification. METHODS: mixed method study conducted with 77 teachers. A semi-structured questionnaire was applied, where quantitative items were evaluated through the Student's T and ANOVA (p<0.05%) parametric tests. The qualitative part underwent content analysis with use of the IRAMUTEQ software and descending hierarchical classification. RESULTS: the training of professionals was focused mostly (67.5%) on their initial area of expertise, and their mean values in autonomy-related factors were low and moderate. Two categories emerged in the qualitative analysis: "Identifying teacher autonomy" and "Applying teacher autonomy". CONCLUSIONS: understanding the meaning and degree of autonomy perceived by teachers can foster the reflection on the praxis and enhance their performance.

Qualification of palliative nursing assistance in the use of the subcutaneous route.

OBJECTIVES: to describe the experience of conducting workshops for teaching the subcutaneous fluid infusion therapy in palliative care patients. METHODS: experience report based on four workshops with a workload of nine hours each, addressing the teaching, implementation of the technique, and management in the use of subcutaneous fluid infusion therapy in patients in palliative care. The host institution was a private hospital, which had two care units in the state of Rio de Janeiro. RESULTS: we identified little knowledge about the theme. Due to the dynamics used, the workshops made it possible to qualify the participants to perform and manage the subcutaneous route in palliative care environments. CONCLUSIONS: the workshops were an important means of training, qualification, and dissemination of nursing care in a palliative care environment. The resources used to enable the qualification in the execution and management of the presented technique.

Professional training and autonomy of nursing teachers in the qualification of higher education in nursing / Formación y autonomía profesional de docentes de enfermería en la titulación de educación superior en enfermería / Formação e autonomia profissional dos docentes de enfermagem na qualificação do ensino superior em enfermagem

ABSTRACT Objectives: to identify the aspects related to professional training and autonomy of undergraduate nursing teachers of a public institution in Brasília, Federal District, in order to contribute to the course management and qualification. Methods: mixed method study conducted with 77 teachers. A semi-structured questionnaire was applied, where quantitative items were evaluated through the Student's T and ANOVA (p<0.05%) parametric tests. The qualitative part underwent content analysis with use of the IRAMUTEQ software and descending hierarchical classification. Results: the training of professionals was focused mostly (67.5%) on their initial area of expertise, and their mean values in autonomy-related factors were low and moderate. Two categories emerged in the qualitative analysis: "Identifying teacher autonomy" and "Applying teacher autonomy". Conclusions: understanding the meaning and degree of autonomy perceived by teachers can foster the reflection on the praxis and enhance their performance.

RESUMEN Objetivos: identificar aspectos relacionados con la formación profesional y la autonomía de los docentes universitarios de enfermería de una institución pública en Brasilia, Distrito Federal, para contribuir a la gestión y calificación del curso. Métodos: investigación de método mixto realizada con 77 docentes. Se aplicó un cuestionario semiestructurado, donde los ítems cuantitativos se evaluaron mediante las pruebas paramétricas T de Student y ANOVA (p<0.05%). La parte cualitativa se sometió a análisis de contenido con el uso del software IRAMUTEQ y clasificación jerárquica descendente. Resultados: con la formación enfocada principalmente (67.5%) en su área inicial de experiencia, los profesionales expresaron promedios bajos y moderados en factores relacionados con la autonomía. En el análisis cualitativo surgieron dos categorías: "Identificar la autonomía del docente" y "Aplicar la autonomía del docente". Conclusiones: comprender el significado y el grado de autonomía percibido por los docentes puede fomentar la reflexión de la praxis y mejorar su desempeño.

RESUMO Objetivos: identificar aspectos relativos à formação profissional e à autonomia dos docentes de graduação em Enfermagem de uma instituição pública de Brasília, Distrito Federal, de forma a contribuir na gestão e na qualificação do curso. Métodos: estudo misto, realizado com 77 docentes. Aplicou-se questionário semiestruturado, onde os itens quantitativos foram avaliados por testes paramétricos: Teste t-student e ANOVA (p<0,05%). A parte qualitativa passou por análise de conteúdo com subsídio do software IRAMUTEQ, e foi empregada a Classificação Hierárquica Descendente. Resultados: com formação voltada majoritariamente (67,5%) à sua área de atuação inicial, os profissionais expressaram médias baixas e moderadas nos fatores relacionados à autonomia. Na análise qualitativa emergiram duas categorias: "Identificando a autonomia docente" e "Aplicando a autonomia docente". Conclusões: entender o significado e o grau de autonomia percebido pelo docente pode fomentar a reflexão da práxis e potencializar sua atuação.

Trends in Accreditation Council for Graduate Medical Education Accreditation for Subspecialty Fellowship Training in Plastic Surgery.

BACKGROUND: The purposes of this study were to (1) determine the proportion of plastic surgery residents pursuing subspecialty training relative to other surgical specialties, and (2) analyze trends in Accreditation Council for Graduate Medical Education accreditation of plastic surgery subspecialty fellowship programs. METHODS: The American Medical Association provided data on career intentions of surgical chief residents graduating from 2014 to 2016. The percentage of residents pursuing fellowship training was compared by specialty. Trends in the proportion of accredited fellowship programs in craniofacial surgery, hand surgery, and microsurgery were analyzed. The percentage of accredited programs was compared between subspecialties with added-certification options (hand surgery) and subspecialties without added-certification options (craniofacial surgery and microsurgery). RESULTS: Most integrated and independent plastic surgery residents pursued fellowship training (61.8 percent versus 49.6 percent; p = 0.014). Differences existed by specialty from a high in orthopedic surgery (90.8 percent) to a low in colon and rectal surgery (3.2 percent). From 2005 to 2015, the percentage of accredited craniofacial fellowship programs increased, but was not significant (from 27.8 percent to 33.3 percent; p = 0.386). For hand surgery, the proportion of accredited programs that were plastic surgery (p = 0.755) and orthopedic surgery (p = 0.253) was stable, whereas general surgery decreased (p = 0.010). Subspecialty areas with added-certification options had more accredited fellowships than those without (100 percent versus 19.2 percent; p < 0.001). CONCLUSION: There has been slow adoption of accreditation among plastic surgery subspecialty fellowships, but added-certification options appear to be highly correlated.

[Correlation between results of the residency admission test and of pediatric certification test in Buenos Aires, Argentina]. / Relación entre el desempeño en el examen de ingreso a la residencia y en el de especialización en pediatría en la Ciudad de Buenos Aires.

In the city of Buenos Aires (CABA), pediatric residents enter the residency program after taking a unified admission test. After completion of the program and passing a final test, the Universidad de Buenos Aires (UBA) provides a professional certification. The objective of this study is to determine if the results obtained in the residency admission test (RAT) and those of the professional certification test (PCT) correlated. This is a cross-sectional study, that included all subjects who passed the pediatrics RAT in CABA in 2004-2009, and that attended the pediatric PCT of the UBA. The score for each subject in both tests was obtained and the corresponding correlation was calculated. Results were divided in quintiles, and the proportion of subjects who improved their position in the PCT with respect to the RAT was calculated. Data from 303 subjects was obtained. The RAT showed a median of 45.0 (over 60 maximum) (IC-range: 43.0-48.7), and the PCT showed a median of 6 points (over 10 max.)(IC-range: 6-8). A significative correlation between results in RAT and PCT was observed (r = 0.37, p < 0.001). Based on their position in the RAT, 43.8% of subjects improved their position in the PCT, without differences between residents attending pediatric and general hospitals (45.6 vs. 31.5%; p = 0.1). In the case of pediatric residents, results of the residency admission test correlate with those obtained in the professional certification test.

Relación entre el desempeño en el examen de ingreso a la residencia y en el de especialización en pediatría en la ciudad de Buenos Aires / Correlation between results of the residency admission test and of pediatric certification test in Buenos Aires, Argentina

En la Ciudad de Buenos Aires (CABA) los ingresantes al sistema de residencia en pediatría lo hacen mediante un examen unificado y, al finalizar, rinden su examen de especialización en la Universidad de Buenos Aires (UBA). Existe evidencia de que el desempeño en determinadas evaluaciones podría predecir el rendimiento posterior. El objetivo de este estudio es evaluar si existe relación entre el examen de ingreso a la residencia (EIR) y el de especialización (EE) en pediatría. Se trata de una investigación transversal que incluye todos los sujetos que aprobaron el EIR de pediatría en CABA en 2004-2009 y que rindieron EE de pediatría en la UBA. Se obtuvo el puntaje de cada sujeto en ambos exámenes y se calculó la correlación correspondiente. Las notas fueron divididas en quintiles, calculando la proporción de alumnos que mejoró su ubicación en el segundo examen con respecto al primero. Se obtuvieron datos de 303 participantes. El examen de ingreso (calificación máxima de 60 puntos) mostró una mediana de 45.0 puntos (IIC: 43.0-48.7) y el examen de especialización (calificación máxima de 10 puntos) mostró una mediana de 6 puntos (IIC: 6-8), verificándose una correlación significativa entre la calificación del EIR y la del EE (r = 0.37, p < 0.001). En relación al quintil de referencia, 43.8% de los alumnos mejoró su ubicación en el EE respecto de la obtenida en el EIR, sin que se registraran diferencias entre residentes de hospitales pediátricos y de hospitales generales (45.6 vs. 31.5%; p = 0.1).

In the city of Buenos Aires (CABA), pediatric residents enter the residency program after taking a unified admission test. After completion of the program and passing a final test, the Universidad de Buenos Aires (UBA) provides a professional certification. The objective of this study is to determine if the results obtained in the residency admission test (RAT) and those of the professional certification test (PCT) correlated. This is a cross-sectional study, that included all subjects who passed the pediatrics RAT in CABA in 2004-2009, and that attended the pediatric PCT of the UBA. The score for each subject in both tests was obtained and the corresponding correlation was calculated. Results were divided in quintiles, and the proportion of subjects who improved their position in the PCT with respect to the RAT was calculated. Data from 303 subjects was obtained. The RAT showed a median of 45.0 (over 60 maximum) (IC-range: 43.0-48.7), and the PCT showed a median of 6 points (over 10 max.)(IC-range: 6-8). A significative correlation between results in RAT and PCT was observed (r = 0.37, p < 0.001). Based on their position in the RAT, 43.8% of subjects improved their position in the PCT, without differences between residents attending pediatric and general hospitals (45.6 vs. 31.5%; p = 0.1). In the case of pediatric residents, results of the residency admission test correlate with those obtained in the professional certification test.

Odontólogos del Registro Nacional de Prestadores Individuales de Salud / Characterization of dentists registered in the National Register of Individual Health Providers, Chile

Objetivo Caracterizar a los odontólogos que ejercen la profesión en Chile, inscritos en el Registro Nacional de Prestadores Individuales. Material y método Estudio descriptivo, transversal, efectuado con la base de datos del Registro Nacional de Prestadores Individuales de la Superintendencia de Salud, solicitada vía Ley de Transparencia. Resultados A fecha de septiembre de 2014, se encontraban registrados 15.901 odontólogos titulados, desde 1945 en adelante. Su promedio de edad es 42,9 ± 11,46 años. El 54% son varones, y el 46%, mujeres. El 89,6% de los odontólogos chilenos estudió en Chile, el 73% de ellos en universidades tradicionales. Un 7,3% de los profesionales registrados son extranjeros, cuya gran mayoría estudió fuera del país. Para ellos, la vía más común de revalidación de título es mediante convenios con el Ministerio de Relaciones Exteriores. La universidad tradicional con más titulados es la Universidad de Chile, mientras que la Universidad Mayor es la privada con mayor egreso. En el último quinquenio, la cantidad total de titulados de universidades privadas superó al total de egresados de universidades tradicionales. Existen 4.339 registros de especialidad, un 49% de ellos certificado en el quinquenio 2009-2013. La especialidad más frecuente es Ortodoncia, con un 19,5% del total. La vía de certificación más frecuente es el posgrado universitario. Conclusiones Esta investigación constituye uno de los escasos estudios con información oficial y no especulativa sobre odontólogos en Chile. Consideramos que el Registro Nacional de Prestadores Individuales debe mejorar el acceso y registro de sus datos, para así caracterizar de forma adecuada, tanto demográfica como académicamente, a estos profesionales.

Objective To characterise dentists who practice in Chile, enrolled in the National Register of Individual Providers. Material and method Descriptive and cross-sectional study conducted with the database of the National Register of Individual Providers of the Superintendency of Health, requested through the Transparency Law. Results In September 2014, there were 15,901 registered dentists, of whom 54% were male, and graduated from 1945 onwards. Their mean age was 42.9 ±11.46 years. The large majority (89.6%) of Chilean dentists studied in Chile, 73% of them in traditional universities, and 7.3% of registered professionals are foreigners, most of whom studied abroad. For them, the most common route of degree equivalency is through agreements with the Chilean Ministry of Foreign Affairs. The traditional university with most graduates is the University of Chile, while Universidad Mayor is the private university with most graduates. In the last 5 years, the total number of graduates from private universities surpassed the total of graduates from traditional universities. There are 4,339 specialty records in the register, 49% of them certified in the period 2009-2013. The most common specialty is orthodontics (19.5% of the total). The most common route of certification is a university degree. Conclusions This study is one of the few with official, non-speculative information about dentists in Chile. We believe that the National Register of Individual Providers should improve access and registration of their data, with the purpose of properly characterising these professionals, demographically and academically.

Review courses for the American Board of Surgery certifying examination do not provide an advantage.

PURPOSE: The purpose of this study was to evaluate whether participation in a commercially available board review course affected the likelihood of passing the general surgery certifying exam (CE) of the American Board of Surgery (ABS). METHODS: Candidates who took the ABS CE during the 2012-2013 academic year were surveyed electronically about their participation in commercial board review courses on the ABS website immediately before receiving their exam results. The primary outcome variable was passing the CE. Results were adjusted for background variables shown to correlate with CE pass rates using multilevel logistic regression. RESULTS: Of the 1,386 candidates who took the CE and had sufficient data for analysis, 974 of 1,064 first-time examinees (92%) and 272 of 322 repeat examinees (84%) completed the survey. Nearly 78% of survey respondents took a review course. Repeat examinees (85%) were more likely to attend a review course than first-time examinees (76%, P = .002). There were no significant differences in CE pass rates for first-time or repeat examinees who took a review course compared with those who did not (83.7% vs 80.7% for first-time examinees and 77.8% vs 69.0% for repeat examinees, P = .32 and P = .24, respectively). First-time examinee nonrespondents did not differ in their CE pass rates from those who responded to the survey (P = .113); however, repeat examinee nonrespondents had lesser CE pass rates than survey responders (P = .009). None of the review courses included had CE pass rates that differed significantly from the others after we controlled for program characteristics, ABS qualifying exam scores, medical school, and sex of the examinees. CONCLUSION: This study used a large, prospectively collected national sample with a high response rate to study the effect of board review courses on CE performance on the ABS examination. On the basis of this survey, there was no evidence that participating in a board review course provided a benefit to passing the CE of the ABS. These results should be considered when preparation for the CE is undertaken.

Certificación y recertificación de especialistas en anestesiología: una mirada desde CONACEM / Certification and recertification specialist anesthesiology: a look from CONACEM

Desde 1984 la Corporación Autónoma de Certificación de Especialidades Médicas (CONACEM) ha certificado 12.294 especialistas médicos en Chile. La disciplina de Anestesiología inició su certificación en 1985, habiendo reconocido hasta diciembre de 2012 a 716 especialistas. Para la certificación existen tres vías posibles: a) haber aprobado un Programa de Formación Universitario Acreditado, lo que hizo el 53 por ciento de los postulantes; b) cumplir los requisitos de Adiestramiento en Práctica durante 5 años, lo que hizo un 41 por ciento de los postulantes. c) haber sido formado en el extranjero de acuerdo a programas convalidados. Existen 7 programas universitarios acreditados, de 3 años de duración, con un cupo total anual de 39 alumnos que se desarrollan en Santiago y provincias. Salvo los médicos aprobados en los Programas Universitarios acreditados, el resto de los postulantes requieren dar un examen práctico; desde 2002 se ha agregado un examen escrito, cuya aprobación es requisito para dar el práctico, y que ha resultado tener buena discriminación (49 por ciento de rechazo promedio en el período de 11 años de existencia). Las certificaciones dadas hoy, tienen una duración de 10 años al inicio y serán de 7 años en la recertificación. La caducidad de las certificaciones está aparejada al proceso de recertificación, de lo cual se discuten las razones que lo avalan; se presentan los requisitos y tabla de créditos a cumplir, elaborada por CONACEM. La legislación vigente y en proceso, requiere la actuación de al menos una entidad certificadora, condición que ha sido otorgada legalmente en forma única por el Ministerio de Salud a CONACEM a partir del 11/02/2014...

Since 1984, 12.294 different medical specialists have been certified in Chile by the Corporación Autónoma de Certificación de Especialidades Médicas (CONACEM). The certification in Anestesiology specialty was initiated in 1985 reaching 716 candidates approved until December 2012. Three ways are available to achieve certification: a) to be approved by a reputable university program in the specialization; this way has been used by 53 percent of postulants; b) to fulfill the requirements of a 5 years practical training program, as 41 percent of postulants did; c) to have passed a training program abroad, similar to those in force in Chile (< 5 percent). There are 7, three-year-long reputable university programs with a total annual capacity of 39 students; half of it is for programs developed in provinces. With the exception of doctors completing reputable university programs, others postulants are require to pass a five days practical examination. Since 2002 a written test has been added, which must be taken and approved as a condition of the practical examination. Written examinations have demonstrated good discriminative capacity (52 percent average approval in 11 years). Extended certifications currently have a 10 years duration for the first time and 7 years for subsequent recertification. Revocation of certification involves installing a recertification mechanism. The reasons that support the recertification are analyzed, and also present the requirements to obtaining it. Current legislation requires that certification and recertification are done by accrediting entities. CONACEM has been legally recognized by de Ministery of Health since February 2014 as the unique entity to perform that labor...

Pass rates on the American Board of Family Medicine Certification Exam by residency location and size.

BACKGROUND: The Accreditation Council for Graduate Medical Education (ACGME) sets residency performance standards for the American Board of Family Medicine Certification Examination. This study aims are to describe the compliance of residency programs with ACGME standards and to determine whether residency pass rates depend on program size and location. METHODS: In this retrospective cohort study, residency performance from 2007 to 2011 was compared with the ACGME performance standards. Simple linear regression was performed to see whether program pass rates were dependent on program size. Regional differences in performance were compared with χ(2) tests, using an α level of 0.05. RESULTS: Of 429 total residency programs, there were 205 (47.8%) that violate ACGME performance standards. Linear regression showed that program pass rates were positively correlated and dependent on program size (P < .001). The median pass rate per state was 86.4% (interquartile range, 82.0-90.8. χ(2) Tests showed that states in the West performed higher than the other 3 US Census Bureau Regions (all P < .001). CONCLUSIONS: Approximately half of the family medicine training programs do not meet the ACGME examination performance standards. Pass rates are associated with residency program size, and regional variation occurs. These findings have the potential to affect ACGME policy and residency program application patterns.

Medical education accreditation in Mexico and the Philippines: impact on student outcomes.

CONTEXT: Accreditation of medical education programmes is becoming increasingly prevalent worldwide, but beyond the face validity of these quality assurance methods, data linking accreditation to improved student outcomes are limited. Mexico and the Philippines both have voluntary systems of medical education accreditation and large numbers of students who voluntarily take components of the United States Medical Licensing Examination (USMLE). We investigated the examination performance of Mexican and Philippine citizens who attended medical schools in their home countries by medical school accreditation status. METHODS: The sample included 5045 individuals (1238 from Mexico, 3807 from the Philippines) who took at least one of the three USMLE components required for Educational Commission for Foreign Medical Graduates (ECFMG) certification. We also separately studied 2702 individuals who took all three examinations (589 from Mexico, 2113 from the Philippines). The chi-squared statistic was used to determine whether the associations between outcomes (first attempt pass rate on USMLE components and rate of ECFMG certification) and medical school accreditation (yes/no) were statistically significant. RESULTS: For the sample of registrants who took at least one USMLE component, first attempt pass rates on all USMLE components were higher for individuals attending accredited schools, although there were differences in pass rates among the components and between the two countries. The distinction was greatest for USMLE Step 1, for which attending an accredited school was associated with increases in first attempt pass rates of 15.9% for Mexican citizens and 29.2% for Philippine citizens. In registrants from the Philippines who took all three examinations, attending an accredited medical school was also associated with increased success in obtaining ECFMG certification. CONCLUSIONS: These findings support the value and usefulness of accreditation in Mexico and the Philippines by linking accreditation to improved student outcomes.

Compliance on the American Board of Pediatrics certifying examination and the importance of location and size on pass rates.

OBJECTIVE: To describe residency program compliance to a 60% pass rate and 80% eligibility standard outlined by the Accreditation Council for Graduate Medical Education (ACGME) on the American Board of Pediatrics Certifying Examination. The hypothesis is that larger programs will have higher pass rates. METHODS: Pediatric residency programs were retrospectively evaluated from 2008 to 2010 regarding the ACGME standards. Simple linear regression was performed to see if program pass rates were dependent on program size. RESULTS: A total of 162/163 (83.4%) programs had first-time examinee pass rates of 60%. A total of 179/193 (92.7%) programs satisfied the 80% eligibility standard. The Northeast performed lower than Midwest, Southern, and Western states (P < .001). The West performed higher than the Northeast, Midwest, and Southern states (p < 0.05). Simple linear regression showed that performance depends on program size (P < .001). CONCLUSIONS: A majority of programs satisfy the minimum ACGME standards. Program performance is associated with program size and location. These findings may alter application patterns to pediatric residency programs.

[Performance on the Board of Pediatrics certification examination by the Sociedad Argentina de Pediatría, 2001-2010]. / Resultado del examen de certifcación de médico pediatra de la Sociedad Argentina de Pediatría, años 2001-2010.

INTRODUCTION: Professional certification guarantees professional's performance, but the examination tool must be periodically evaluated. OBJECTIVE: To describe the result of the pediatric certifying examination (PCE) of the Sociedad Argentina de Pediatría (SAP), between 2001-2010 analyzing the impact of the age and the elapsed time since the graduation and to describe the performance of training institutions in this period. METHODS: Cross-section study. Data were obtained from the records of Board of Pediatrics of the SAP. The results of the PCE, were analyzed assessing examination pass rate and training institutions (2001-2010), and age and elapsed time since graduation of the examined professionals (2001-2005). RESULTS: Of 2527 professionals from 138 institutions, 69.6% passed. Those that passed were younger (31.7 ± 4.1 vs. 35.6 ± 6.2 years; p <0.0001) and had less years since graduation (6.3 ± 4.0 vs. 9.0 ± 5.9; p <0.0001) than those who did not pass. The examination pass rate was higher in institutions accredited by SAP (78.4% vs. 48.8%; OR= 3,8 IC95%= 3,1-4,7; p <0.001). The pass rate was significantly higher in institutions with accredited programs for 5 years than those not accredited (78.4% vs. 48.8%, OR= 3.8 95% CI= 3.1 to 4.7, p <0.001). The pass rate at accredited institutions for 3 years (53.7%) and 1 year (48.7%) showed no statistically significant differences with non-accredited institutions. CONCLUSION: The certifying examination pass rate was 68.5%. Younger professionals with fewer years since graduation, and trained in SAP 5 years accredited programs were significantly more likely to pass the examination.

Resultado del examen de certifcación de médico pediatra de la Sociedad Argentina de Pediatría, años 2001-2010 / Performance on the Board of Pediatrics certifcation examination by the Sociedad Argentina de Pediatría, 2001-2010

Introducción. La certifcación de los profesionales garantiza su adecuado desempeño, pero el examen correspondiente debe ser periódicamente evaluado. Objetivo. Describir el resultado del examen de certifcación de médico pediatra (ECMP) de la Sociedad Argentina de Pediatría (SAP), analizando el impacto de edad y el tiempo desde la graduación de los inscriptos. Métodos. Se analizaron los examinados por el ECMP, valorando tasa de aprobación e institución formadora (2001-2010), y edad y años transcurridos desde la graduación (2001- 2005). Resultados. De 2527 profesionales pertenecientes a 138 instituciones, aprobó el 69,6%. Los aprobados presentaron edades (31,7 ± 4,1 contra 35,6 ± 6,2; p <0,0001) y años desde la graduación (6,3 ± 4,0 contra 9,0 ± 5,9; p <0,0001) menores que los desaprobados. La proporción de aprobados fue mayor en instituciones acreditadas por SAP por 5 años (78,4% contra 48,8%; OR= 3,8 IC95%= 3,1-4,7; p <0,001). Conclusión. Aprobaron el ECMP 69,6%. Los más jóvenes, con menos años de graduación y pertenecientes a programas acreditados por SAP, tuvieron mayor probabilidad de aprobar.

Introduction. Professional certifcation guarantees professional's performance, but the examination tool must be periodically evaluated. Objective. To describe the result of the pediatric certifying examination (PCE) of the Sociedad Argentina de Pediatría (SAP), between 2001-2010 analyzing the impact of the age and the elapsed time since the graduation and to describe the performance of training institutions in this period. Methods. Cross-section study. Data were ob-taind from the records of Board of Pediatrics of the SAP. The results of the PCE, were analyzed assessing examination pass rate and training institutions (2001-2010), and age and elapsed time since graduation of the examined professionals (2001-2005). Results. Of 2527 professionals from 138 institutions, 69.6% passed. Those that passed were younger (31.7 ± 4.1 vs. 35.6 ± 6.2 years; p <0.0001) and had less years since graduation (6.3 ± 4.0 vs. 9.0 ± 5.9; p <0.0001) than those who did not pass. The examination pass rate was higher in institutions accredited by SAP (78.4% vs. 48.8%; OR= 3,8 IC95%= 3,1-4,7; p <0.001). The pass rate was signifcantly higher in institutions with accredited programs for 5 years than those not accredited (78.4% vs. 48.8%, OR= 3.8 95% CI= 3.1 to 4.7, p <0.001). The pass rate at accredited institutions for 3 years (53.7%) and 1 year (48.7%) showed no statistically signifcant differences with non-accredited institutions. Conclusion. The certifying examination pass rate was 68.5%. Younger professionals with fewer years since graduation, and trained in SAP 5 years accredited programs were signifcantly more likely to pass the examination.

Certificación de la mortalidad materna / Certification of maternal mortality

Las estadísticas de mortalidad deben utilizarse como fuente de información en salud de una población, porque reflejan los casos en que no pudo actuarse oportunamente y en donde no podía hacerse mayor acción. El diagnóstico correcto por el profesional de salud en la certificación como causa básica de la muerte materna permite producir y analizar datos relacionados con condiciones de vida y problemas de salud que desencadenaron la muerte, en determinado lugar...