ABSTRACT
Background Combined Internal Medicine/Pediatrics (Med/Peds) residencies rely on categorical program data to predict pass rates for the American Board of Internal Medicine Certifying Exam (ABIM-CE) and the American Board of Pediatrics Certifying Exam (ABP-CE). There is insufficient literature describing what best predicts a Med/Peds resident passing board exams. In this study, we aimed to determine how standardized test scores predict performance on ABIM-CE and ABP-CE for Med/Peds residents. Methodology We analyzed prior exam scores for 91/96 (95%) residents in a Med/Peds program from 2008 to 2017. Scores from the United States Medical Licensing Examination (USMLE) Steps 1 and 2 Clinical Knowledge (CK) and In-Training Exams in Internal Medicine (ITE-IM) and Pediatrics (ITE-P) were analyzed with the corresponding ABIM-CE and ABP-CE first-time scores. Linear and logistic regression were applied to predict board scores/passage. Results USMLE 1 and 2 CK, ITE-IM, and ITE-P scores had a linear relationship with both ABIM-CE and ABP-CE scores. In the linear regression, adjusted R2 values showed low-to-moderate predictive ability (R2 = 0.11-0.35), with the highest predictor of ABIM-CE and ABP-CE being USMLE Step 1 (0.35) and Postgraduate Year 1 (PGY-1) ITE-IM (0.33), respectively. Logistic regression showed odds ratios of passing board certifications ranging from 1.05 to 1.53 per point increase on the prior exam score. The PGY-3 ITE-IM was the best predictor of passing both certifying exams. Conclusions In one Med/Peds program, USMLE Steps 1 and 2 and all ITE-IM and ITE-P scores predicted certifying exam scores and passage. This provides Med/Peds-specific data to allow individualized resident counseling and guide programmatic improvements targeted to board performance.
ABSTRACT
PURPOSE: To assess internal medicine residency graduates' perception of the value of a college health clinic in providing adolescent medicine and general primary care training to internal medicine residents. METHODS: An 11-item questionnaire was sent in mid-2004 to all physicians who had received training at a college health clinic during their internal medicine residency program. Variables examined included time in the clinic and current practice characteristics. In addition, the physicians were asked to compare their residency college clinic with their continuity clinic in the following educational areas: care of the adolescent patient, diagnosis and management of primary care conditions, coding, practice modeling, and overall learning experience. RESULTS: There was a response rate of 71% (30/42). Respondents reported that 31% of their current patients had conditions seen at the college health clinic. The college clinic was felt to be better than the continuity clinic in preparation for the office practice of general internal medicine; the care of the adolescent patient; the diagnosis and management of illnesses such as upper respiratory infections, urinary tract infections, and eating disorders; modeling an effective and efficient office practice; and as an overall learning experience. Ninety percent of respondents recommended continuing the use of a college clinic as part of the educational experience for internal medicine residents. CONCLUSION: Internal medicine residency training programs should consider using college health clinics to provide adolescent medicine training and training for the practice of primary care medicine.
