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1.  Impact of subspecialty elective exposures on outcomes on the American board of internal medicine certification examination 
Shanmugam, Victoria K | Tsagaris, Katina | Schilling, Amber | McNish, Sean | Desale, Sameer | Mete, Mihriye | Adams, Michael
BMC Medical Education  2012;12:94.
Background
The American Board of Internal Medicine Certification Examination (ABIM-CE) is one of several methods used to assess medical knowledge, an Accreditation Council for Graduate Medical Education (ACGME) core competency for graduating internal medicine residents. With recent changes in graduate medical education program directors and internal medicine residents are seeking evidence to guide decisions regarding residency elective choices. Prior studies have shown that formalized elective curricula improve subspecialty ABIM-CE scores. The primary aim of this study was to evaluate whether the number of subspecialty elective exposures or the specific subspecialties which residents complete electives in impact ABIM-CE scores.
Methods
ABIM-CE scores, elective exposures and demographic characteristics were collected for MedStar Georgetown University Hospital internal medicine residents who were first-time takers of the ABIM-CE in 2006–2010 (n=152). Elective exposures were defined as a two-week period assigned to the respective subspecialty. ABIM-CE score was analyzed using the difference between the ABIM-CE score and the standardized passing score (delta-SPS). Subspecialty scores were analyzed using percentage of correct responses. Data was analyzed using GraphPad Prism version 5.00 for Windows.
Results
Paired elective exposure and ABIM-CE scores were available in 131 residents. There was no linear correlation between ABIM-CE mean delta-SPS and the total number of electives or the number of unique elective exposures. Residents with ≤14 elective exposures had higher ABIM-CE mean delta-SPS than those with ≥15 elective exposures (143.4 compared to 129.7, p=0.051). Repeated electives in individual subspecialties were not associated with significant difference in mean ABIM-CE delta-SPS.
Conclusions
This study did not demonstrate significant positive associations between individual subspecialty elective exposures and ABIM-CE mean delta-SPS score. Residents with ≤14 elective exposures had higher ABIM-CE mean delta-SPS than those with ≥15 elective exposures suggesting there may be an “ideal” number of elective exposures that supports improved ABIM-CE performance. Repeated elective exposures in an individual specialty did not correlate with overall or subspecialty ABIM-CE performance.
doi:10.1186/1472-6920-12-94
PMCID: PMC3480921  PMID: 23057635
Resident education; Gender; Elective; Subspecialty; Graduate medical education
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2.  Predicting Pass Rates on the American Board of Internal Medicine Certifying Examination 
Rollins, Lisa K | Martindale, James R | Edmond, Michael | Manser, Thomas | Scheld, W Michael
Journal of General Internal Medicine  1998;13(6):414-416.
Our objective was to determine the ability of the internal medicine In-Training Examination (ITE) to predict pass or fail outcomes on the American Board of Internal Medicine (ABIM) certifying examination and to develop an externally validated predictive model and a simple equation that can be used by residency directors to provide probability feedback for their residency programs. We collected a study sample of 155 internal medicine residents from the three Virginia internal medicine programs and a validation sample of 64 internal medicine residents from a residency program outside Virginia. Scores from both samples were collected across three class cohorts. The Kolmogorov-Smirnov z test indicated no statistically significant difference between the distribution of scores for the two samples (z = 1.284, p = .074). Results of the logistic model yielded a statistically significant prediction of ABIM pass or fail performance from ITE scores (Wald = 35.49, SE = 0.036, df = 1, p < .005) and overall correct classifications for the study sample and validation sample at 79% and 75%, respectively. The ITE is a useful tool in assessing the likelihood of a resident's passing or failing the ABIM certifying examination but is less predictive for residents who received ITE scores between 49 and 66.
doi:10.1046/j.1525-1497.1998.00122.x
PMCID: PMC1496976  PMID: 9669571
certifying examination; in-training examination; education; predictions; residents
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3.  Are Commonly Used Resident Measurements Associated with Procedural Skills in Internal Medicine Residency Training? 
Durning, Steven J. | Cation, Lannie J. | Jackson, Jeffrey L.
Journal of General Internal Medicine  2007;22(3):357-361.
Background
Acquisition of competence in performing a variety of procedures is essential during Internal Medicine (IM) residency training.
Purposes
Determine the rate of procedural complications by IM residents; determine whether there was a correlation between having 1 or more complications and institutional procedural certification status or attending ratings of resident procedural skill competence on the American Board of Internal Medicine (ABIM) monthly evaluation form (ABIM-MEF). Assess if an association exists between procedural complications and in-training examination and ABIM board certification scores.
Methods
We retrospectively reviewed all procedure log sheets, procedural certification status, ABIM-MEF procedural skills ratings, in-training exam and certifying examination (ABIM-CE) scores from the period 1990–1999 for IM residency program graduates from a training program.
Results
Among 69 graduates, 2,212 monthly procedure log sheets and 2,475 ABIM-MEFs were reviewed. The overall complication rate was 2.3/1,000 procedures (95% CI: 1.4–3.1/1,000 procedure). With the exception of procedural certification status as judged by institutional faculty, there was no association between our resident measurements and procedural complications.
Conclusions
Our findings support the need for a resident procedural competence certification system based on direct observation. Our data support the ABIM’s action to remove resident procedural competence from the monthly ABIM-MEF ratings.
doi:10.1007/s11606-006-0068-1
PMCID: PMC1824756  PMID: 17356968
procedural skills; Internal Medicine residency training program; ABIM evaluation
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4.  Are Commonly Used Resident Measurements Associated with Procedural Skills in Internal Medicine Residency Training? 
Durning, Steven J. | Cation, Lannie J. | Jackson, Jeffrey L.
Journal of General Internal Medicine  2007;22(3):357-361.
Background
Acquisition of competence in performing a variety of procedures is essential during Internal Medicine (IM) residency training.
Purposes
Determine the rate of procedural complications by IM residents; determine whether there was a correlation between having 1 or more complications and institutional procedural certification status or attending ratings of resident procedural skill competence on the American Board of Internal Medicine (ABIM) monthly evaluation form (ABIM-MEF). Assess if an association exists between procedural complications and in-training examination and ABIM board certification scores.
Methods
We retrospectively reviewed all procedure log sheets, procedural certification status, ABIM-MEF procedural skills ratings, in-training exam and certifying examination (ABIM-CE) scores from the period 1990–1999 for IM residency program graduates from a training program.
Results
Among 69 graduates, 2,212 monthly procedure log sheets and 2,475 ABIM-MEFs were reviewed. The overall complication rate was 2.3/1,000 procedures (95% CI: 1.4–3.1/1,000 procedure). With the exception of procedural certification status as judged by institutional faculty, there was no association between our resident measurements and procedural complications.
Conclusions
Our findings support the need for a resident procedural competence certification system based on direct observation. Our data support the ABIM’s action to remove resident procedural competence from the monthly ABIM-MEF ratings.
doi:10.1007/s11606-006-0068-1
PMCID: PMC1824756  PMID: 17356968
procedural skills; Internal Medicine residency training program; ABIM evaluation
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5.  Associations between quality indicators of internal medicine residency training programs 
Sisson, Stephen D | Casagrande, Sarah S | Dalal, Deepan | Yeh, Hsin-Chieh
BMC Medical Education  2011;11:30.
Background
Several residency program characteristics have been suggested as measures of program quality, but associations between these measures are unknown. We set out to determine associations between these potential measures of program quality.
Methods
Survey of internal medicine residency programs that shared an online ambulatory curriculum on hospital type, faculty size, number of trainees, proportion of international medical graduate (IMG) trainees, Internal Medicine In-Training Examination (IM-ITE) scores, three-year American Board of Internal Medicine Certifying Examination (ABIM-CE) first-try pass rates, Residency Review Committee-Internal Medicine (RRC-IM) certification length, program director clinical duties, and use of pharmaceutical funding to support education. Associations assessed using Chi-square, Spearman rank correlation, univariate and multivariable linear regression.
Results
Fifty one of 67 programs responded (response rate 76.1%), including 29 (56.9%) community teaching and 17 (33.3%) university hospitals, with a mean of 68 trainees and 101 faculty. Forty four percent of trainees were IMGs. The average post-graduate year (PGY)-2 IM-ITE raw score was 63.1, which was 66.8 for PGY3s. Average 3-year ABIM-CE pass rate was 95.8%; average RRC-IM certification was 4.3 years. ABIM-CE results, IM-ITE results, and length of RRC-IM certification were strongly associated with each other (p < 0.05). PGY3 IM-ITE scores were higher in programs with more IMGs and in programs that accepted pharmaceutical support (p < 0.05). RRC-IM certification was shorter in programs with higher numbers of IMGs. In multivariable analysis, a higher proportion of IMGs was associated with 1.17 years shorter RRC accreditation.
Conclusions
Associations between quality indicators are complex, but suggest that the presence of IMGs is associated with better performance on standardized tests but decreased duration of RRC-IM certification.
doi:10.1186/1472-6920-11-30
PMCID: PMC3126786  PMID: 21651768
program quality; Residency Review Committee; American Board of Internal Medicine Certifying Examination
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6.  Charting the Road to Competence: Developmental Milestones for Internal Medicine Residency Training 
Green, Michael L. | Aagaard, Eva M. | Caverzagie, Kelly J. | Chick, Davoren A. | Holmboe, Eric | Kane, Gregory | Smith, Cynthia D. | Iobst, William
Journal of Graduate Medical Education  2009;1(1):5-20.
Background
The Accreditation Council for Graduate Medical Education (ACGME) Outcome Project requires that residency program directors objectively document that their residents achieve competence in 6 general dimensions of practice.
Intervention
In November 2007, the American Board of Internal Medicine (ABIM) and the ACGME initiated the development of milestones for internal medicine residency training. ABIM and ACGME convened a 33-member milestones task force made up of program directors, experts in evaluation and quality, and representatives of internal medicine stakeholder organizations. This article reports on the development process and the resulting list of proposed milestones for each ACGME competency.
Outcomes
The task force adopted the Dreyfus model of skill acquisition as a framework the internal medicine milestones, and calibrated the milestones with the expectation that residents achieve, at a minimum, the “competency” level in the 5-step progression by the completion of residency. The task force also developed general recommendations for strategies to evaluate the milestones.
Discussion
The milestones resulting from this effort will promote competency-based resident education in internal medicine, and will allow program directors to track the progress of residents and inform decisions regarding promotion and readiness for independent practice. In addition, the milestones may guide curriculum development, suggest specific assessment strategies, provide benchmarks for resident self-directed assessment-seeking, and assist remediation by facilitating identification of specific deficits. Finally, by making explicit the profession's expectations for graduates and providing a degree of national standardization in evaluation, the milestones may improve public accountability for residency training.
doi:10.4300/01.01.0003
PMCID: PMC2931179  PMID: 21975701
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7.  Teaching Internal Medicine Residents Quality Improvement Techniques using the ABIM’s Practice Improvement Modules 
Oyler, Julie | Vinci, Lisa | Arora, Vineet | Johnson, Julie
Journal of General Internal Medicine  2008;23(7):927-930.
Summary
Introduction/aim
Standard curricula to teach Internal Medicine residents about quality assessment and improvement, important components of the Accreditation Council for Graduate Medical Education core competencies practiced-based learning and improvement (PBLI) and systems-based practice (SBP), have not been easily accessible.
Program description
Using the American Board of Internal Medicine’s (ABIM) Clinical Preventative Services Practice Improvement Module (CPS PIM), we have incorporated a longitudinal quality assessment and improvement curriculum (QAIC) into the 2 required 1-month ambulatory rotations during the postgraduate year 2. During the first block, residents complete the PIM chart reviews, patient, and system surveys. The second block includes resident reflection using PIM data and the group performing a small test of change using the Plan–Do–Study–Act (PDSA) cycle in the resident continuity clinic.
Program Evaluation
To date, 3 resident quality improvement (QI) projects have been undertaken as a result of QAIC, each making significant improvements in the residents’ continuity clinic. Resident confidence levels in QI skills (e.g., writing an aim statement [71% to 96%, P < .01] and using a PDSA cycle [9% to 89%, P < .001]) improved significantly.
Discussion
The ABIM CPS PIM can be used by Internal Medicine residency programs to introduce QI concepts into their residents’ outpatient practice through encouraging practice-based learning and improvement and systems-based practice.
doi:10.1007/s11606-008-0549-5
PMCID: PMC2517947  PMID: 18449612
Internal Medicine residents; quality improvement; practiced-based learning and improvement; systems-based practice; practice improvement module
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8.  Examination outcomes for international medical graduates pursuing or completing family medicine residency training in Quebec 
MacLellan, Anne-Marie | Brailovsky, Carlos | Rainsberry, Paul | Bowmer, Ian | Desrochers, Micheline
Canadian Family Physician  2010;56(9):912-918.
ABSTRACT
OBJECTIVE
To review the success of international medical graduates (IMGs) who are pursuing or have completed a Quebec residency training program and examinations.
DESIGN
We retrospectively reviewed IMGs’ success rates on the pre-residency Collège des médecins du Québec medical clinical sciences written examination and objective structured clinical examination, as well as on the post-residency Certification Examination in Family Medicine.
SETTING
Quebec.
PARTICIPANTS
All IMGs taking their examinations between 2001 and 2008, inclusive, and Canadian and American graduates taking their examinations during this same period.
MAIN OUTCOME MEASURES
Success rates for IMGs on the pre-residency and post-residency examinations, compared with success rates for Canadian and American graduates.
RESULTS
Success rates on the pre-residency clinical examinations remained below 50% from 2001 to 2008 for IMGs. Similarly, during the same period, the average success rate on the Certification examination was 56.0% for IMGs, compared with 93.5% for Canadian and American medical graduates.
CONCLUSION
Despite pre-residency competency screening and in-program orientation and supports, a substantial number of IMGs in Quebec are not passing their Certification examinations. Another study is under way to analyze reasons for some IMGs’ lack of success and to find ways to help IMGs complete residency training successfully and pass the Certification examination.
PMCID: PMC2939121  PMID: 20841596
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9.  Procedural Experience and Comfort Level in Internal Medicine Trainees 
Hicks, Christopher M | Gonzales, Ralph | Morton, Michael T | Gibbons, Robert V | Wigton, Robert S | Anderson, Robert J
Journal of General Internal Medicine  2000;15(10):716-722.
BACKGROUND
The American Board of Internal Medicine (ABIM) has recommended a specific number of procedures be done as a minimum standard for ensuring competence in various medical procedures. These minimum standards were determined by consensus of an expert panel and may not reflect actual procedural comfort or competence.
OBJECTIVE
To estimate the minimum number of selected procedures at which a majority of internal medicine trainees become comfortable performing that procedure.
DESIGN
Cross-sectional, self-administered survey.
SETTING
A military-based, a community-based, and 2 university-based programs.
PARTICIPANTS
Two hundred thirty-two internal medicine residents.
MEASUREMENTS
Survey questions included number of specific procedures performed, comfort level with performing specific procedures, and whether respondents desired further training in specific procedures. The comfort threshold for a given procedure was defined as the number of procedures at which two thirds or more of the respondents reported being comfortable or very comfortable performing that procedure.
RESULTS
For three of seven procedures selected, residents were comfortable performing the procedure at or below the number recommended by the ABIM as a minimum requirement. However, residents needed more procedures than recommended by the ABIM to feel comfortable with central venous line placement, knee joint aspiration, lumbar puncture, and thoracentesis. Using multivariate logistic regression analysis, variables independently associated with greater comfort performing selected procedures included increased number performed, more years of training, male gender, career goals, and for skin biopsy, training in the community-based program. Except for skin biopsy, comfort level was independent of training site. A significant number of advanced-year house officers in some programs had little experience in performing selected common ambulatory procedures.
CONCLUSION
Minimum standards for certifying internal medicine residents may need to be reexamined in light of house officer comfort level performing selected procedures.
doi:10.1046/j.1525-1497.2000.91104.x
PMCID: PMC1495602  PMID: 11089715
ABIM; procedure comfort level; residents
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10.  Alton Ochsner Medical Foundation's Combined Family Practice and Internal Medicine Residency Program 
Murphree, Paul D. | Brandon, William
The Ochsner Journal  2000;2(4):228-232.
The impact of managed care in the 1990s and the need for more broadly trained primary care physicians led the American Board of Internal Medicine and the American Board of Family Practice to explore ways to collaboratively train primary care physicians. One proposed solution was a combined residency incorporating the training curriculums of both boards in an integrated fashion. In 1995, the Alton Ochsner Medical Foundation Combined Family Practice and Internal Medicine Residency Program was one of the first to be approved by the two boards. The first residents began training in July 1996. Due to overlap in curriculums, completion for both boards is possible in 48 months as opposed to the 72 months a consecutive approach would require. The first graduates completed the program in July 2000.
The combined residents rotate on both the Family Practice inpatient service and the General Internal Medicine wards and participate in continuity care clinics and precepting in both core programs. Facilities for the program involve only existing clinics and administrative personnel. Residents serve as primary care physicians for a mixed ethnic, middle-class patient population atOchsner's New Orleans East satellite clinic, provide longitudinal obstetric and pediatric care at an inner city clinic, and complete a rural primary care rotation. Inservice examination scores have been consistently high with several combined residents scoring at the top United States level on both examinations. The program has matched with our highest ranked students over each year of the program despite a marked decline in US graduates entering primary care fields. Graduates of the combined program are ideal staff for either medical schools or residency programs of either core program.
While this residency is in its early stages, both boards have mandated an indepth evaluation to determine the quality and outcomes of training. The results of a recent survey of current Ochsner residents assessing their perceptions of the combined program were encouraging. We plan to track our graduates and compare them with recent graduates of the two core programs in order to document long-term impact.
PMCID: PMC3117509  PMID: 21765701
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11.  Clerkship pathway 
MacLellan, Anne-Marie | Brailovsky, Carlos | Miller, François | Leboeuf, Sylvie
Canadian Family Physician  2012;58(6):662-667.
Abstract
Objective
To identify factors that help predict success for international medical graduates (IMGs) who train in Canadian residency programs and pass the Canadian certification examinations.
Design
A retrospective analysis of 58 variables in the files of IMGs who applied to the Collège des médecins du Québec between 2000 and 2008.
Setting
Quebec.
Participants
Eight hundred ten IMGs who applied to the Collège des médecins du Québec through either the “equivalency pathway” (ie, starting training at a residency level) or the “clerkship pathway” (ie, relearning at the level of a medical student in the last 2 years of the MD diploma).
Main outcome measures
Success factors in achieving certification. Data were analyzed using descriptive statistics and ANOVA (analysis of variance).
Results
International medical graduates who chose the “clerkship pathway” had greater success on certification examinations than those who started at the residency level did.
Conclusion
There are several factors that influence IMGs’ success on certification examinations, including integration issues, the acquisition of clinical decision-making skills, and the varied educational backgrounds. These factors perhaps can be better addressed by a regular clerkship pathway, in which IMGs benefit from learner-centred teaching and have more time for reflection on and understanding of the North American approach to medical education. The clerkship pathway is a useful strategy for assuring the integration of IMGs in the North American health care system. A 2-year relearning period in medical school at a clinical clerkship level deserves careful consideration.
PMCID: PMC3374691  PMID: 22859630
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12.  Principles to Consider in Defining New Directions in Internal Medicine Training and Certification 
Turner, Barbara J | Centor, Robert M | Rosenthal, Gary E
Journal of General Internal Medicine  2006;21(3):276-278.
SGIM endoreses seven principles related to current thinking about internal medicine training: 1) internal medicine requires a full three years of residency training before subspecialization; 2) internal medicine residency programs must dramatically increase support for training in the ambulatory setting and offer equivalent opportunities for training in both inpatient and outpatient medicine; 3) in settings where adequate support and time are devoted to ambulatory training, the third year of residency could offer an opportunity to develop further expertise or mastery in a specific type or setting of care; 4) further certification in specific specialties within internal medicine requires the completion of an approved fellowship program; 5) areas of mastery in internal medicine can be demonstrated through modified board certification and recertification examinations; 6) certification processes throughout internal medicine should focus increasingly on demonstration of clinical competence through adherence to validated standards of care within and across practice settings; and 7) regardless of the setting in which General Internists practice, we should unite to promote the critical role that this specialty serves in patient care.
doi:10.1111/j.1525-1497.2006.00393.x
PMCID: PMC1828096  PMID: 16637826
education; medical; graduate; certification; internal medicine; hospitalists; ambulatory care
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13.  Description of a Developmental Criterion-Referenced Assessment for Promoting Competence in Internal Medicine Residents 
Varney, Andrew | Todd, Christine | Hingle, Susan | Clark, Michael
Journal of Graduate Medical Education  2009;1(1):73-81.
Rationale
End-of- rotation global evaluations can be subjective, produce inflated grades, lack interrater reliability, and offer information that lacks value. This article outlines the generation of a unique developmental criterion-referenced assessment that applies adult learning theory and the learner, manager, teacher model, and represents an innovative application to the American Board of Internal Medicine (ABIM) 9-point scale.
Intervention
We describe the process used by Southern Illinois University School of Medicine to develop rotation-specific, criterion-based evaluation anchors that evolved into an effective faculty development exercise.
Results
The intervention gave faculty a clearer understanding of the 6 Accreditation Council for Graduate Medical Education competencies, each rotation's educational goals, and how rotation design affects meaningful work-based assessment. We also describe easily attainable successes in evaluation design and pitfalls that other institutions may be able to avoid. Shifting the evaluation emphasis on the residents' development of competence has made the expectations of rotation faculty more transparent, has facilitated conversations between program director and residents, and has improved the specificity of the tool for feedback. Our findings showed the new approach reduced grade inflation compared with the ABIM end-of-rotation global evaluation form.
Discussion
We offer the new developmental criterion-referenced assessment as a unique application of the competences to the ABIM 9-point scale as a transferable model for improving the validity and reliability of resident evaluations across graduate medical education programs.
doi:10.4300/01.01.0012
PMCID: PMC2931180  PMID: 21975710
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14.  Mastery Learning of Advanced Cardiac Life Support Skills by Internal Medicine Residents Using Simulation Technology and Deliberate Practice 
Wayne, Diane B | Butter, John | Siddall, Viva J | Fudala, Monica J | Wade, Leonard D | Feinglass, Joe | McGaghie, William C
Journal of General Internal Medicine  2006;21(3):251-256.
BACKGROUND
Internal medicine residents must be competent in advanced cardiac life support (ACLS) for board certification.
OBJECTIVE
To use a medical simulator to assess postgraduate year 2 (PGY-2) residents' baseline proficiency in ACLS scenarios and evaluate the impact of an educational intervention grounded in deliberate practice on skill development to mastery standards.
DESIGN
Pretest-posttest design without control group. After baseline evaluation, residents received 4, 2-hour ACLS education sessions using a medical simulator. Residents were then retested. Residents who did not achieve a research-derived minimum passing score (MPS) on each ACLS problem had more deliberate practice and were retested until the MPS was reached.
PARTICIPANTS
Forty-one PGY-2 internal medicine residents in a university-affiliated program.
MEASUREMENTS
Observational checklists based on American Heart Association (AHA) guidelines with interrater and internal consistency reliability estimates; deliberate practice time needed for residents to achieve minimum competency standards; demographics; United States Medical Licensing Examination Step 1 and Step 2 scores; and resident ratings of program quality and utility.
RESULTS
Performance improved significantly after simulator training. All residents met or exceeded the mastery competency standard. The amount of practice time needed to reach the MPS was a powerful (negative) predictor of posttest performance. The education program was rated highly.
CONCLUSIONS
A curriculum featuring deliberate practice dramatically increased the skills of residents in ACLS scenarios. Residents needed different amounts of training time to achieve minimum competency standards. Residents enjoy training, evaluation, and feedback in a simulated clinical environment. This mastery learning program and other competency-based efforts illustrate outcome-based medical education that is now prominent in accreditation reform of residency education.
doi:10.1111/j.1525-1497.2006.00341.x
PMCID: PMC1828088  PMID: 16637824
mastery learning; medical simulation; residency education
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15.  In-Training Practice Patterns of Combined Emergency Medicine/Internal Medicine Residents, 2003–2007 
Kessler, Chad S | Gonzalez, Andrew A | Stallings, Leonard A | Templeman, Todd A
Western Journal of Emergency Medicine  2011;12(4):530-536.
Introduction
This study seeks to evaluate the practice patterns of current combined emergency medicine/internal medicine (EM/IM) residents during their training and compare them to the typical practice patterns of EM/IM graduates. We further seek to characterize how these current residents perceive the EM/IM physician's niche.
Methods
This is a multi-institution, cross-sectional, survey-based cohort study. Between June 2008 and July 2008, all 112 residents of the 11 EM/IM programs listed by the Accreditation Council for Graduate Medical Education were contacted and asked to complete a survey concerning plans for certification, fellowship, and practice setting.
Results
The adjusted response rate was 71%. All respondents anticipated certifying in both specialties, with 47% intending to pursue fellowships. Most residents (97%) allotted time to both EM and IM, with a median time of 70% and 30%, respectively. Concerning academic medicine, 81% indicated intent to practice academic medicine, and 96% planned to allocate at least 10% of their future time to a university/academic setting. In evaluating satisfaction, 94% were (1) satisfied with their residency choice, (2) believed that a combined residency will advance their career, and (3) would repeat a combined residency if given the opportunity.
Conclusion
Current EM/IM residents were very content with their training and the overwhelming majority of residents plan to devote time to the practice of academic medicine. Relative to the practice patterns previously observed in EM/IM graduates, the current residents are more inclined toward pursuing fellowships and practicing both specialties.
doi:10.5811/westjem.2010.11.2082
PMCID: PMC3236164  PMID: 22224155
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16.  How do IMGs compare with Canadian medical school graduates in a family practice residency program? 
Andrew, Rodney F.
Canadian Family Physician  2010;56(9):e318-e322.
ABSTRACT
OBJECTIVE
To compare international medical graduates (IMGs) with Canadian medical school graduates in a family practice residency program.
DESIGN
Analysis of the results of the in-training evaluation reports (ITERs) and the Certification in Family Medicine (CCFP) examination results for 2 cohorts of IMGs and Canadian-trained graduates between the years 2006 and 2008.
SETTING
St Paul’s Hospital (SPH) in Vancouver, BC, a training site of the University of British Columbia (UBC) Family Practice Residency Program.
PARTICIPANTS
In-training evaluation reports were examined for 12 first-year and 9 second-year Canadian-trained residents at the SPH site, and 12 first-year and 12 second-year IMG residents at the IMG site at SPH; CCFP examination results were reviewed for all UBC family practice residents who took the May 2008 examination and disclosed their results.
MAIN OUTCOME MEASURES
Pass or fail rates on the CCFP examination; proportions of evaluations in each group of residents given each of the following designations: exceeds expectations, meets expectations, or needs improvement. The May 2008 CCFP examination results were reviewed.
RESULTS
Compared with the second-year IMGs, the second-year SPH Canadian-trained residents had a greater proportion of exceeds expectations designations than the IMGs. For the first-year residents, both the SPH Canadian graduates and IMGs had similar results in all 3 categories. Combining the results of the 2 cohorts, the Canadian-trained residents had 310 (99%) ITERs that were designated as either exceeds expectations or meets expectations, and only 3 (1%) ITERs were in the needs improvement category. The IMG results were 362 (97.6%) ITERs in the exceeds expectations or meets expectations categories; 9 (2%) were in the needs improvement category. Statistically these are not significant differences. Seven of the 12 (58%) IMG candidates passed the CCFP examination compared with 59 of 62 (95%) of the UBC family practice residents.
CONCLUSION
The IMG residents compared favourably with their Canadian-trained colleagues when comparing ITERs but not in passing the CCFP examination. Further research is needed to elucidate these results.
PMCID: PMC2939132  PMID: 20841570
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17.  A tool for self-assessment of communication skills and professionalism in residents 
Symons, Andrew B | Swanson, Andrew | McGuigan, Denise | Orrange, Susan | Akl, Elie A
BMC Medical Education  2009;9:1.
Background
Effective communication skills and professionalism are critical for physicians in order to provide optimum care and achieve better health outcomes. The aims of this study were to evaluate residents' self-assessment of their communication skills and professionalism in dealing with patients, and to evaluate the psychometric properties of a self-assessment questionnaire.
Methods
A modified version of the American Board of Internal Medicine's (ABIM) Patient Assessment survey was completed by 130 residents in 23 surgical and non-surgical training programs affiliated with a single medical school. Descriptive, regression and factor analyses were performed. Internal consistency, inter-item gamma scores, and discriminative validity of the questionnaire were determined.
Results
Factor analysis suggested two groups of items: one group relating to developing interpersonal relationships with patients and one group relating to conveying medical information to patients. Cronbach's alpha (0.86) indicated internal consistency. Males rated themselves higher than females in items related to explaining things to patients. When compared to graduates of U.S. medical schools, graduates of medical schools outside the U.S. rated themselves higher in items related to listening to the patient, yet lower in using understandable language. Surgical residents rated themselves higher than non-surgical residents in explaining options to patients.
Conclusion
This appears to be an internally consistent and reliable tool for residents' self-assessment of communication skills and professionalism. Some demographic differences in self-perceived communication skills were noted.
doi:10.1186/1472-6920-9-1
PMCID: PMC2631014  PMID: 19133146
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18.  THE FAILURE RATE OF CANDIDATES FOR BOARD CERTIFICATION: AN EDUCATIONAL OUTCOME MEASURE 
O’Day, Denis M. | Li, Chun
Transactions of the American Ophthalmological Society  2006;104:129-142.
Background
Because most residents eventually become board certified, the overall certification rate for the American Board of Ophthalmology (ABO) is not a discriminating educational outcome measure. We have evaluated two related measures: (1) first-time failure (FTF) in the written examination, or FTF in the oral examination after passing the written examination the first time, and (2) failure to certify within 2 years of graduation (FC2).
Methods
We used the tracking system at the ABO to access and analyze information from 1998–2005 on resident performance from program match to certification.
Results
Ninety-seven percent of graduates entered the certification process. The FTF rate was 28%. The program FTF rate ranged from 0% to 89% (median, 28%). Programs with fewer than 16 graduates per 5 years were significantly more likely to have higher FTF rates than larger programs. The FC2 rate was 21%. Thirty-two programs accounted for 50% of the FTFs and 27 for 50% of the FC2s. Residents who voluntarily transferred programs performed significantly worse than nontransferring residents by both measures.
Conclusion
The FTF and FC2 rates are potentially useful outcome measures. However, the small size of many programs contributes to some imprecision. The rates should be used only in conjunction with other factors when assessing programs. These data provide an insight into the state of ophthalmic education in the United States. Although the eventual certification rate was high, graduates from a substantial minority of programs appeared inadequately prepared to sit the Board’s examinations.
PMCID: PMC1809893  PMID: 17471333
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19.  Predictors of Final Specialty Choice by Internal Medicine Residents 
Diehl, Andrew K | Kumar, Vineeta | Gateley, Ann | Appleby, Jane L | O'Keefe, Mary E
Journal of General Internal Medicine  2006;21(10):1045-1049.
BACKGROUND
Sociodemographic factors and personality attributes predict career decisions in medical students. Determinants of internal medicine residents' specialty choices have received little attention.
OBJECTIVE
To identify factors that predict the clinical practice of residents following their training.
DESIGN
Prospective cohort study.
PARTICIPANTS
Two hundred and four categorical residents from 2 university-based residency programs.
MEASUREMENTS
Sociodemographic and personality inventories performed during residency, and actual careers 4 to 9 years later.
RESULTS
International medical school graduates (IMGs) were less likely to practice general medicine than U.S. graduates (33.3% vs 70.6%, P<.001). Residents with higher loan indebtedness more often became generalists (P = .001). A corresponding trend favoring general internal medicine was observed among those who perceived General Internists to have lower potential incomes (69.0% vs 53.3%, P = .08). There was a trend for generalists to have lower scores on scales measuring authoritarianism, negative orientation to psychological problems, and Machiavellianism (0.05
CONCLUSION
Recruitment of IMGs may not increase the supply of General Internists. Prospects of lower income, even in the face of large debt, may not discourage residents from becoming generalists. If increasing generalist manpower is a goal, residencies should consider weighing applicants' personal attributes during the selection process.
doi:10.1111/j.1525-1497.2006.00556.x
PMCID: PMC1831640  PMID: 16836624
career choice; general internal medicine; health manpower; international medical graduates
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Chung, Jae Seung | Choi, Han Yong | Song, Hae-Ryoung | Byun, Seok-Soo | Seo, Seong il | Song, Cheryn | Cho, Jin Seon | Lee, Sang Eun | Ahn, Hanjong | Lee, Eun Sik | Kim, Won-Jae | Chung, Moon Kee | Jung, Tae Young | Yu, Ho Song | Choi, Young Deuk
Journal of Korean Medical Science  2010;25(10):1443-1448.
We developed a nomogram to predict the probability of extracapsular extension (ECE) in localized prostate cancer and to determine when the neurovascular bundle (NVB) may be spared. Total 1,471 Korean men who underwent radical prostatectomy for prostate cancer between 1995 and 2008 were included. We drew nonrandom samples of 1,031 for nomogram development, leaving 440 samples for nomogram validation. With multivariate logistic regression analyses, we made a nomogram to predicts the ECE probability at radical prostatectomy. Receiver operating characteristic (ROC) analyses were also performed to assess the predictive value of each variable alone and in combination. The internal validation was performed from 200 bootstrap re-samples and the external validation was also performed from the another cohort. Overall, 314 patients (30.5%) had ECE. Age, Prostate specific antigen (PSA), biopsy Gleason score, positive core ratio, and maximum percentage of biopsy tumor were independent predictors of the presence of ECE (all P values <0.05). The nomogram predicted ECE with good discrimination (an area under the ROC curve of 0.777). Our nomogram allows for the preoperative identification of patients with an ECE and may prove useful in selecting patients to receive nerve sparing radical prostatectomy.
doi:10.3346/jkms.2010.25.10.1443
PMCID: PMC2946653  PMID: 20890424
Nomograms; Patient Selection; Prostatic neoplasms; Prostatectomy
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Godwin, M. | Hodgetts, G. | Wilson, R. | Pong, R. | Najgebauer, E.
Canadian Family Physician  1998;44:532-536.
OBJECTIVE: To examine the types of practices family medicine residents chose during the first 2 years after residency, and how these choices have changed over a 15-year period. DESIGN: Mailed survey. SETTING: Areas served by graduates of the Queen's University family medicine residency program. PARTICIPANTS: Two hundred thirty (76%) of the 303 graduates from 1977 to 1991 of the Queen's University family medicine residency program responded to the questionnaire. MAIN OUTCOME MEASURES: Type of practices residents entered immediately out of residency: whether they began full-time, part-time, locum tenens, or other type of practice; length of time spent in the first practice situation; and proportion of residents who had settled into a full-time practice within 2 years of completing residency. RESULTS: Residents who graduated before 1985 were significantly more likely to go into full-time practice immediately out of residency (P = .0001). The earlier residents had graduated from the program, the more likely they were to go immediately into full-time practice. This finding was not affected by residents' age, sex, size of community of origin, exposure to rural teaching sites, marital status, or how well prepared for practice they felt. Residents graduating before 1985 were also more likely to be in full-time practice within 2 years of completing their residency program (P = .003). CONCLUSIONS: Recent family medicine residents did not enter full-time practice immediately out of residency as often as those who had graduated earlier, nor did they commit to full-time practice within 2 years of graduating as often as residents graduating before 1985 did.
PMCID: PMC2277714  PMID: 9559193
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Shunk, Rebecca | Dulay, Maya | Julian, Kathy | Cornett, Patricia | Kohlwes, Jeffrey | Tarter, Laura | Hollander, Harry | O'Brien, Bridget | O'Sullivan, Patricia
Journal of Graduate Medical Education  2010;2(1):90-95.
Background
Although residency programs must prepare physicians who can analyze and improve their practice, practice improvement (PI) is new for many faculty preceptors. We describe the pilot of a PI curriculum incorporating a practice improvement module (PIM) from the American Board of Internal Medicine for residents and their faculty preceptors.
Methods
Residents attended PI didactics and completed a PIM during continuity clinic and outpatient months working in groups under committed faculty.
Results
All residents participated in PI group projects. Residents agreed or strongly agreed that the projects and the curriculum benefited their learning and patient care. A self-assessment revealed significant improvement in PI competencies, but residents were just reaching a “somewhat confident” level.
Conclusion
A PI curriculum incorporating PIMs is an effective way to teach PI to both residents and faculty preceptors. We recommend the team approach and use of the PIM tutorial approach especially for faculty.
doi:10.4300/JGME-D-09-00032.1
PMCID: PMC2931217  PMID: 21975892
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Wenderoth, Suzanne | Pelzman, Fred | Demopoulos, Byron
Journal of General Internal Medicine  2002;17(3):207-209.
We assessed the ability of a novel ambulatory morning report format to expose internal medicine residents to the breadth of topics covered by the American Board of Internal Medicine (ABIM) exam. Cases were selected by the Ambulatory Assistant Chief Residents and recorded in a logbook to limit duplication. We conducted a retrospective review of 406 cases discussed from July 1998 to July 2000 and cataloged each according to the primary content area. The percentage of cases in each area accurately reflected that covered by the ABIM exam, with little redundancy or over-selection of esoteric diseases. Our data suggest that a general medicine clinic is capable of exposing house staff to the wide breadth of internal medicine topics previously thought to be unique to subspecialty clinics.
doi:10.1046/j.1525-1497.2002.10202.x
PMCID: PMC1495020  PMID: 11929507
postgraduate education; ambulatory care; internal medicine residency; morning report
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Crutcher, Rodney A | Szafran, Olga | Woloschuk, Wayne | Chatur, Fatima | Hansen, Chantal
BMC Medical Education  2011;11:88.
Background
Despite there being considerable literature documenting learner distress and perceptions of mistreatment in medical education settings, these concerns have not been explored in-depth in Canadian family medicine residency programs. The purpose of the study was to examine intimidation, harassment and/or discrimination (IHD) as reported by Alberta family medicine graduates during their two-year residency program.
Methods
A retrospective questionnaire survey was conducted of all (n = 377) family medicine graduates from the University of Alberta and University of Calgary who completed residency training during 2001-2005. The frequency, type, source, and perceived basis of IHD were examined by gender, age, and Canadian vs international medical graduate. Descriptive data analysis (frequency, crosstabs), Chi-square, Fisher's Exact test, analysis of variance, and logistic regression were used as appropriate.
Results
Of 377 graduates, 242 (64.2%) responded to the survey, with 44.7% reporting they had experienced IHD while a resident. The most frequent type of IHD experienced was in the form of inappropriate verbal comments (94.3%), followed by work as punishment (27.6%). The main sources of IHD were specialist physicians (77.1%), hospital nurses (54.3%), specialty residents (45.7%), and patients (35.2%). The primary basis for IHD was perceived to be gender (26.7%), followed by ethnicity (16.2%), and culture (9.5%). A significantly greater proportion of males (38.6%) than females (20.0%) experienced IHD in the form of work as punishment. While a similar proportion of Canadian (46.1%) and international medical graduates (IMGs) (41.0%) experienced IHD, a significantly greater proportion of IMGs perceived ethnicity, culture, or language to be the basis of IHD.
Conclusions
Perceptions of IHD are prevalent among family medicine graduates. Residency programs should explicitly recognize and robustly address all IHD concerns.
doi:10.1186/1472-6920-11-88
PMCID: PMC3258190  PMID: 22018090
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Tuli, Sanjeev Y. | Thompson, Lindsay A. | Saliba, Heidi | Black, Erik W. | Ryan, Kathleen A. | Kelly, Maria N. | Novak, Maureen | Mellott, Jane | Tuli, Sonal S.
Journal of Graduate Medical Education  2011;3(4):566-570.
Background
Board certification is an important professional qualification and a prerequisite for credentialing, and the Accreditation Council for Graduate Medical Education (ACGME) assesses board certification rates as a component of residency program effectiveness. To date, research has shown that preresidency measures, including National Board of Medical Examiners scores, Alpha Omega Alpha Honor Medical Society membership, or medical school grades poorly predict postresidency board examination scores. However, learning styles and temperament have been identified as factors that 5 affect test-taking performance. The purpose of this study is to characterize the learning styles and temperaments of pediatric residents and to evaluate their relationships to yearly in-service and postresidency board examination scores.
Methods
This cross-sectional study analyzed the learning styles and temperaments of current and past pediatric residents by administration of 3 validated tools: the Kolb Learning Style Inventory, the Keirsey Temperament Sorter, and the Felder-Silverman Learning Style test. These results were compared with known, normative, general and medical population data and evaluated for correlation to in-service examination and postresidency board examination scores.
Results
The predominant learning style for pediatric residents was converging 44% (33 of 75 residents) and the predominant temperament was guardian 61% (34 of 56 residents). The learning style and temperament distribution of the residents was significantly different from published population data (P  =  .002 and .04, respectively). Learning styles, with one exception, were found to be unrelated to standardized test scores.
Conclusions
The predominant learning style and temperament of pediatric residents is significantly different than that of the populations of general and medical trainees. However, learning styles and temperament do not predict outcomes on standardized in-service and board examinations in pediatric residents.
doi:10.4300/JGME-D-10-00147.1
PMCID: PMC3244328  PMID: 23205211
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