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Published: 10 December 2022
Last updated: 29 January 2023

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1

Ireland, J. "ABFM's In-Training Examination." Annals of Family Medicine 5, no. 3 (May 1, 2007): 279–80. http://dx.doi.org/10.1370/afm.714.

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Osbahr, Daryl C., Michael B. Cross, Asheesh Bedi, Joseph T. Nguyen, Answorth A. Allen, David W. Altchek, and Joshua S. Dines. "Orthopaedic In-Training Examination." American Journal of Sports Medicine 39, no. 3 (December 30, 2010): 532–37. http://dx.doi.org/10.1177/0363546510387492.

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3

BLACK, KEVIN P., JOSHUA M. ABZUG, and VERNON M. CHINCHILLI. "ORTHOPAEDIC IN-TRAINING EXAMINATION SCORES." Journal of Bone and Joint Surgery-American Volume 88, no. 3 (March 2006): 671–76. http://dx.doi.org/10.2106/00004623-200603000-00029.

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4

Kuvin, Jeffrey T., Amanda Soto, Lauren Foster, John Dent, Andrew M. Kates, Donna M. Polk, Barry Rosenzweig, and Julia Indik. "The Cardiovascular In-Training Examination." Journal of the American College of Cardiology 65, no. 12 (March 2015): 1218–28. http://dx.doi.org/10.1016/j.jacc.2015.01.021.

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5

Leviton, I. M. "Editorial Commentary: In-Training Examination in Infectious Diseases and Certification Examinations." Clinical Infectious Diseases 60, no. 5 (November 18, 2014): 684–85. http://dx.doi.org/10.1093/cid/ciu907.

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6

Bowman, Thomas G., and Tim Laurent. "Immediate Feedback and Learning In Athletic Training Education." Athletic Training Education Journal 6, no. 4 (October 1, 2011): 202–7. http://dx.doi.org/10.4085/1947-380x-6.4.202.

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Context: Immediate feedback has been shown to improve student learning more efficiently than delayed feedback in lower-level general education courses. No research exists examining the effects of immediate feedback on learning in higher-level athletic training coursework. Objective: To determine if using the Immediate Feedback Assessment Technique (IF-AT) improves retention of information taught in upper-level athletic training courses better than traditional multiple choice (TMC) exams. The second purpose of this research was to determine students' perceptions of the IF-AT. Design: 2 x 2 randomized, crossover experimental design. Setting: A standard higher education classroom. Patients or Other Participants: A convenience sample of 23 students enrolled in an upper-level athletic training course. Interventions: Examination type (IF-AT and TMC) and examination session (initial and follow-up). Main Outcome Measures: Examination scores of the students on the initial examinations and the follow-up examinations. Results: The interaction between examination type and examination session was not significant; F(1,44) = .154, P = .696, 1-β = .067, ω2 = .015. Students did prefer the IF-AT over traditional multiple choice as evidenced by the survey. Conclusions: Using the IF-AT on the initial examination did not significantly improve students' scores on the follow-up examination compared to using the TMC format. However, students gave the IF-AT high scores on the satisfaction survey.
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7

Påhlman, Lars. "Surgical training in Sweden." Bulletin of the Royal College of Surgeons of England 89, no. 5 (May 1, 2007): 162–63. http://dx.doi.org/10.1308/147363507x198141.

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Introduction Sweden has six medical schools, from which 1,000 students graduate yearly. The programme in these schools is broadly identical and after 5.5 years at university the students do not receive a specific academic title, just a 'doctor's examination' (in Swedish). A graduate cannot, however, work as a physician after those 5.5 years. A further 18–24 months of internship are obligatory; all then work as doctors within surgery, internal medicine, psychiatry and finally as general practitioners. In total 7–7.5 years of study (with the last two years as an intern) are required, which include a final theoretical examination in surgery, internal medicine and psychiatry. Having passed those examinations the doctor receives certification from the Swedish National Board of Health and may work as a 'board-certified doctor'.
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8

Wolfsthal, Susan D. "In-Training Examination in Internal Medicine." Annals of Internal Medicine 122, no. 1 (January 1, 1995): 73. http://dx.doi.org/10.7326/0003-4819-122-1-199501010-00031.

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9

Desbiens, Norman A. "In-Training Examination in Internal Medicine." Annals of Internal Medicine 122, no. 1 (January 1, 1995): 73. http://dx.doi.org/10.7326/0003-4819-122-1-199501010-00032.

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10

O'Dell, James R. "In-Training Examination in Internal Medicine." Annals of Internal Medicine 122, no. 1 (January 1, 1995): 73. http://dx.doi.org/10.7326/0003-4819-122-1-199501010-00033.

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11

Garibaldi, Richard A. "In-Training Examination in Internal Medicine." Annals of Internal Medicine 122, no. 1 (January 1, 1995): 73. http://dx.doi.org/10.7326/0003-4819-122-1-199501010-00034.

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12

Chapman, Dawn, Arnie Purushotham, and Gordon Wishart. "Nurse practitioner training in breast examination." Nursing Standard 17, no. 2 (September 25, 2002): 33–36. http://dx.doi.org/10.7748/ns2002.09.17.2.33.c3271.

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13

Marsh, Lawrence J., Laura Hruska, and Howard Mevis. "An Electronic Orthopaedic In-Training Examination." American Academy of Orthopaedic Surgeon 18, no. 10 (October 2010): 589–96. http://dx.doi.org/10.5435/00124635-201010000-00002.

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14

Chapman, Dawn, Arnie Purushotham, and Gordon Wishart. "Nurse practitioner training in breast examination." Nursing Standard 17, no. 2 (September 25, 2002): 33–36. http://dx.doi.org/10.7748/ns.17.2.33.s57.

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15

Hatch, Sandra S., Neha Vapiwala, Seth A. Rosenthal, John P. Plastaras, Albert L. Blumberg, William Small, Matthew J. Wenger, and Marie E. Taylor. "Radiation Oncology Resident In-Training Examination." International Journal of Radiation Oncology*Biology*Physics 92, no. 3 (July 2015): 532–35. http://dx.doi.org/10.1016/j.ijrobp.2015.02.038.

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16

Rovinelli, R. "Update on The In-training Examination." Annals of Family Medicine 5, no. 6 (November 1, 2007): 564. http://dx.doi.org/10.1370/afm.790.

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17

Reis, Janet, Mickey Trockel, Tyreasa King, and David Remmert. "Computerized Training in Breast Self-examination." Cancer Nursing 27, no. 2 (March 2004): 162–68. http://dx.doi.org/10.1097/00002820-200403000-00010.

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18

LEWIS, JAMES M. "Utilization of In-Training Examination Results." Archives of Pediatrics & Adolescent Medicine 140, no. 3 (March 1, 1986): 188. http://dx.doi.org/10.1001/archpedi.1986.02140170014007.

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19

Jurich, Daniel, Lauren M. Duhigg, Troy J. Plumb, Steven A. Haist, Janine L. Hawley, Rebecca S. Lipner, Laurel Smith, and Suzanne M. Norby. "Performance on the Nephrology In-Training Examination and ABIM Nephrology Certification Examination Outcomes." Clinical Journal of the American Society of Nephrology 13, no. 5 (February 28, 2018): 710–17. http://dx.doi.org/10.2215/cjn.05580517.

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Background and objectivesMedical specialty and subspecialty fellowship programs administer subject-specific in-training examinations to provide feedback about level of medical knowledge to fellows preparing for subsequent board certification. This study evaluated the association between the American Society of Nephrology In-Training Examination and the American Board of Internal Medicine Nephrology Certification Examination in terms of scores and passing status.Design, setting, participants, & measurementsThe study included 1684 nephrology fellows who completed the American Society of Nephrology In-Training Examination in their second year of fellowship training between 2009 and 2014. Regression analysis examined the association between In-Training Examination and first-time Nephrology Certification Examination scores as well as passing status relative to other standardized assessments.ResultsThis cohort included primarily men (62%) and international medical school graduates (62%), and fellows had an average age of 32 years old at the time of first completing the Nephrology Certification Examination. An overwhelming majority (89%) passed the Nephrology Certification on their first attempt. In-Training Examination scores showed the strongest association with first-time Nephrology Certification Examination scores, accounting for approximately 50% of the total explained variance in the model. Each SD increase in In-Training Examination scores was associated with a difference of 30 U (95% confidence interval, 27 to 33) in certification performance. In-Training Examination scores also were significantly associated with passing status on the Nephrology Certification Examination on the first attempt (odds ratio, 3.46 per SD difference in the In-Training Examination; 95% confidence interval, 2.68 to 4.54). An In-Training Examination threshold of 375, approximately 1 SD below the mean, yielded a positive predictive value of 0.92 and a negative predictive value of 0.50.ConclusionsAmerican Society of Nephrology In-Training Examination performance is significantly associated with American Board of Internal Medicine Nephrology Certification Examination score and passing status.
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20

Garibaldi, Richard A. "The In-Training Examination in Internal Medicine." Annals of Internal Medicine 121, no. 2 (July 15, 1994): 117. http://dx.doi.org/10.7326/0003-4819-121-2-199407150-00008.

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21

Hawkins, Richard E., Kevin F. Sumption, Margaret M. Gaglione, and Eric S. Holmboe. "The in-training examination in internal medicine:." American Journal of Medicine 106, no. 2 (February 1999): 206–10. http://dx.doi.org/10.1016/s0002-9343(98)00392-1.

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22

Steensma, David P. "The In-Training Examination in Internal Medicine." Annals of Internal Medicine 138, no. 12 (June 17, 2003): 1009. http://dx.doi.org/10.7326/0003-4819-138-12-200306170-00025.

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23

Nidiry, Joseph J. "The In-Training Examination in Internal Medicine." Annals of Internal Medicine 138, no. 12 (June 17, 2003): 1009. http://dx.doi.org/10.7326/0003-4819-138-12-200306170-00026.

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24

Dibner, Robin, Julia Andrieni, and Lawrence Smith. "The In-Training Examination in Internal Medicine." Annals of Internal Medicine 138, no. 12 (June 17, 2003): 1010. http://dx.doi.org/10.7326/0003-4819-138-12-200306170-00027.

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25

Garibaldi, Richard A., and Raja Subhiyah. "The In-Training Examination in Internal Medicine." Annals of Internal Medicine 138, no. 12 (June 17, 2003): 1010. http://dx.doi.org/10.7326/0003-4819-138-12-200306170-00028.

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26

Frey, Jessica, Brandon Neeley, Amna Umer, James W. Lewis, Anna Lama, Gauri Pawar, and Ann Murray. "Training in Neurology: Neuro Day." Neurology 96, no. 10 (March 8, 2021): e1482-e1486. http://dx.doi.org/10.1212/wnl.0000000000010859.

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ObjectiveTo determine whether increased patient interaction, exposure to the neurologic examination, and access to positive neurology mentors increase interest in neurology for first-year medical students.MethodsNeuro Day was a 2-part experience for first-year medical students. The first part consisted of a flipped classroom to teach the standard neurologic examination. The second part involved patient encounters modeled off of the traditional patient rounds. Students rotated from room to room, listening to patients' experiences with different neurologic diseases and eliciting pathologic neurologic examinations. Students were surveyed before and after Neuro Day.ResultsThe result of the binomial test indicated that the proportion of medical students interested in neurology significantly increased from 78% to 85% (95% confidence interval [CI] 0.79–0.92; p = 0.034) after participating in Neuro Day. The proportion of students' knowledge of clinical neurology increased from 45% to 63.1% (95% CI 0.54–0.72; p < 0.0001), comfort with performing a neurologic examination increased from 30% to 78.4% (95% CI 0.70–0.86; p < 0.0001), and fear of studying neurology decreased from 46% to 26% (95% CI 0.17–0.34; p < 0.0001) following Neuro Day. One hundred percent of students indicated that they would recommend Neuro Day to their peers.ConclusionNeuro Day is a feasible and effective model to incorporate into medical education. There was increased interest in and decreased fear of neurology. We anticipate that this paradigm can be used in the future to encourage students to consider a career in neurology.
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27

Subhas, Gokulakkrishna, Stephen Yoo, Yeon-Jeen Chang, David Peiper, Mark J. Frikker, David L. Bouwman, Allen Silbergleit, Larry R. Lloyd, and Vijay K. Mittal. "Benefits of Mock Oral Examinations in a Multi-institutional Consortium for Board Certification in General Surgery Training." American Surgeon 75, no. 9 (September 2009): 817–21. http://dx.doi.org/10.1177/000313480907500913.

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The Southeast Michigan Center for Medical Education (SEMCME) is a consortium of teaching hospitals in the Greater Detroit metropolitan area. SEMCME pools its resources for several educational means, including mock oral board examinations. The educational and cost benefits to mock oral examinations on a multi-institutional basis in preparation for the American Board of Surgery (ABS) certifying examination were analyzed. Ten-year multi-institution data from the mock oral examinations were correlated with ABS certifying examination pass rates. Mock oral examination scores were available for 107 of 147 graduates, which included 12 candidates who failed their certifying examination on the first attempt (pass rate = 89%). Four of 31 examinees who had a low score (4.9 or less) in their mock oral exams failed their certifying examination in their first attempt. The cost of running the mock examination was low (approximately $35/resident for 50 residents). When graduates from the last 10 years were surveyed, the majority of respondents believed that the mock oral examination helped in their success and with their preparation for the certifying examination. Thus, the many benefits of administering the examination with the resources of a consortium of hospitals result in the accurate reproduction of real-life testing conditions with reasonable overall costs per resident.
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Indik, Julia, Lauren Duhigg, Furman McDonald, Rebecca Lipner, Steven Haist, Jonathan Rubright, Naomi Botkin, and Jeffrey Kuvin. "ACC IN-TRAINING EXAMINATION PREDICTS OUTCOMES ON THE ABIM CERTIFICATION EXAMINATION." Journal of the American College of Cardiology 69, no. 11 (March 2017): 2513. http://dx.doi.org/10.1016/s0735-1097(17)35902-8.

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29

Hall, James R. "ANALYSIS OF ABA/ASA IN-TRAINING EXAMINATION." Anesthesiology 63, Supplement (September 1985): A492. http://dx.doi.org/10.1097/00000542-198509001-00492.

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30

Chambers, James A. "Preparing for the In-Training Service Examination." Current Surgery 63, no. 5 (September 2006): 354–55. http://dx.doi.org/10.1016/j.cursur.2006.04.006.

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31

BURG, FREDRIC D. "Utilization of In-Training Examination Results-Reply." Archives of Pediatrics & Adolescent Medicine 140, no. 3 (March 1, 1986): 189. http://dx.doi.org/10.1001/archpedi.1986.02140170014008.

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32

BROWNLEE, ROBERT C. "Utilization of In-Training Examination Results-Reply." Archives of Pediatrics & Adolescent Medicine 140, no. 3 (March 1, 1986): 189. http://dx.doi.org/10.1001/archpedi.1986.02140170014009.

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33

Halperin, E. C., and G. J. Broadwater. "Are there sex biases in standardized tests of radiation oncology knowledge?" Journal of Clinical Oncology 15, no. 7 (July 1997): 2722–27. http://dx.doi.org/10.1200/jco.1997.15.7.2722.

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PURPOSE/OBJECTIVE Recent studies have identified biases directed against women in standardized tests. We tested for the existence of such biases in the American College of Radiology (ACR) In-Training Examination in Radiation Oncology and the American Board of Radiology (ABR) Written Radiation Oncology Board Examination. MATERIALS AND METHODS Our request to the ABR to permit us to study performance on their examinations, as a function of sex, was refused. We obtained scores, through the cooperation of six academic radiation oncology departments, for residents-in-training taking the in-service examination and candidates taking the written board examination for the first time. Test results for 1984 to 1995 were blinded as to name, but not sex or institution of training. For the in-service examination, scores are reported as percentiles normalized to the year of training. The effect of multiple scores for the same resident was assessed using a repeated-measures analysis of variance. Residents were nested within each sex/institution combination and crossed with training year and calendar year. The effects of three factors (sex, institution, and year the examination was taken) on the results of the biology, physics, and clinical sections were evaluated with an analysis of variance. The interactions of sex with institution and year were included to determine the scope of the sex effect. For the board examination, scores are reported as percentiles, as well as an overall pass/ fail outcome. An analyses of variance was performed similar to that used for the in-service examination. In addition, Fisher's exact test and logistic regression were used to analyze overall outcome (pass/fail). RESULTS We obtained data for 79 residents (48 men and 31 women, 1.54:1) who took the in-service examinations 165 times. Sixty-two residents (41 men and 21 women, 1.95:1) had an initial sitting for the ABR written examination. On the in-service examination, for the biology, physics, and clinical subsections, calendar year, training year, and sex did not have a significant effect on examinees scores. Institution of training had a significant effect (P < .02) on the scores in biology and physics. The total in-service examination scores were not significantly influenced by calendar year, training year, or sex. Institution of training has a strong influence on overall score (P = .03) and the interaction of sex with training year is near significance level (P = .06). The power for our statistical tests ranged from 0.88 to 0.99. On the board examination, sex, institution of training, year the examination was taken, and interaction of sex with year or sex with institution of training did not have a significant effect on test scores. Pass rates were 90% for men versus 81% for women (P = .43). CONCLUSION Sex did not significantly influence the results of the in-service examination or the written board examination. Institution of training is the strongest influence on the results of the in-service examination.
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34

Akpan, Macaulay. "COVID-19 Pandemic and its Attendant “New Normal” in Nigeria: A Case Study of ICT Training in Akwapoly – Akwa Ibom State." Applied Research Journal of Humanities and Social Sciences 3, no. 3 (November 30, 2020): 14–18. http://dx.doi.org/10.47721/arjhss20200303023.

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The purpose of this research is to examine the usefulness of e-learning technologies arising from COVID-19 pandemic and its attendant “new normal” in Nigeria as applicable to the Akwa Ibom State Polytechnic vis-à-vis it’s recently mounted ICT Training Programme in the institution’s ICT Centre. The research is based on oral interviews, observation and doctrinal research methods. The research found that the desired ICT training programme and/or any training programme for that matter requires well-coordinated and effective planning and control. The staff of AkwaPoly were made to participate in institutional academic work and at the same time attend the lectures on the ICT training programme with the attendant dearth of commitment to the latter. As a result, the staff appeared not to have benefitted much from the training programme. The paper suggests that in future the authorities of the AkwaPoly should either organise such an ICT programme on weekends or when the students are not writing examinations. This will free the lecturers from examination supervision and marking of examination scripts. The authorities should consider the need to upgrade facilities in the ICT Centre to an optimal level to enable the staff to derive maximum benefit from the programme. Keywords: ICT, Lecturers, New Normal, AkwaPoly and COVID-19
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35

Juul, D., B. S. Schneidman, S. B. Sexson, F. Fernandez, E. V. Beresin, M. H. Ebert, D. K. Winstead, and L. R. Faulkner. "Relationship Between Resident-In-Training Examination in Psychiatry and Subsequent Certification Examination Performances." Academic Psychiatry 33, no. 5 (September 1, 2009): 404–6. http://dx.doi.org/10.1176/appi.ap.33.5.404.

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36

Long, Sarah S. "In-training examination and the general pediatric certification examination: Are there lessons?" Journal of Pediatrics 153, no. 3 (September 2008): A1. http://dx.doi.org/10.1016/j.jpeds.2008.07.023.

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37

Tseng, Fen-Yu, Yu-Ting Chang, Chong-Jen Yu, and Shan-Chwen Chang. "Advanced physical examination training course improves medical students' confidence in physical examination." Journal of the Formosan Medical Association 118, no. 10 (October 2019): 1416–22. http://dx.doi.org/10.1016/j.jfma.2018.12.013.

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38

McCrary, Hilary C., Jorie M. Colbert-Getz, W. Bradley Poss, and Brigitte K. Smith. "A Systematic Review of the Relationship Between In-Training Examination Scores and Specialty Board Examination Scores." Journal of Graduate Medical Education 13, no. 1 (February 1, 2021): 43–57. http://dx.doi.org/10.4300/jgme-d-20-00111.1.

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ABSTRACT Background In-training examinations (ITEs) are intended for low-stakes, formative assessment of residents' knowledge, but are increasingly used for high-stake purposes, such as to predict board examination failures. Objective The aim of this review was to investigate the relationship between performance on ITEs and board examination performance across medical specialties. Methods A search of the literature for studies assessing the strength of the relationship between ITE and board examination performance from January 2000 to March 2019 was completed. Results were categorized based on the type of statistical analysis used to determine the relationship between ITE performance and board examination performance. Results Of 1407 articles initially identified, 89 articles underwent full-text review, and 32 articles were included in this review. There was a moderate-strong relationship between ITE and board examination performance, and ITE scores significantly predict board examination scores for the majority of studies. Performing well on an ITE predicts a passing outcome for the board examination, but there is less evidence that performing poorly on an ITE will result in failing the associated specialty board examination. Conclusions There is a moderate to strong correlation between ITE performance and subsequent performance on board examinations. That the predictive value for passing the board examination is stronger than the predictive value for failing calls into question the “common wisdom” that ITE scores can be used to identify “at risk” residents. The graduate medical education community should continue to exercise caution and restraint in using ITE scores for moderate to high-stakes decisions.
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39

Quattlebaum, Thomas G., Paul M. Darden, and John B. Sperry. "In-training Examinations as Predictors of Resident Clinical Performance." Pediatrics 84, no. 1 (July 1, 1989): 165–72. http://dx.doi.org/10.1542/peds.84.1.165.

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Previous attempts to predict resident clinical performance based solely on measures of cognitive skills have been uniformly unsuccessful. For the past 8 years, a formative residency evaluation system has been used that includes yearly comprehensive oral in-training examinations (OITEs) assessing each resident's performance in the three areas of professional competence: cognitive, psychomotor, and affective. The results of these examinations and scores received on the written in-training examination (WITE) given by the American Board of Pediatrics were compared with faculty ratings received during the subsequent year of residency. No significant correlation was found at any level of training between WITE scores and clinical performance. Analysis based on clinical setting did not improve these results. Oral intraining examination scores, however, were highly correlated with clinical performance ratings. In addition, with oral in-training examination scores, the "problem" interns—those whose clinical performance rating placed them in the lower 10% of interns—were predicted with a high degree of significance, sensitivity, and specificity. Predictions based on WITEs were not significant. Simultaneous evaluation of all three areas of professional competence should be done when predictions of resident performance are attempted. The OITE is a powerful formative evaluation tool, providing valuable learning experiences as residents are objectively assessed while they perform patient-centered tasks that represent critical skills in the practice of medicine. It allows early detection and possible amelioration of future problems in the clinical performance of a resident.
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40

Juul, Dorthea, Sandra B. Sexson, Beth Ann Brooks, Eugene V. Beresin, Donald W. Bechtold, Joan A. Lang, Larry R. Faulkner, Peter Tanguay, and Arden D. Dingle. "Relationship Between Performance on Child and Adolescent Psychiatry In-Training and Certification Examinations." Journal of Graduate Medical Education 5, no. 2 (June 1, 2013): 262–66. http://dx.doi.org/10.4300/jgme-d-12-00088.1.

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Abstract Background Studies across a range of specialties have consistently yielded positive associations between performance on in-training examinations and board certification examinations, supporting the use of the in-training examination as a valuable formative feedback tool for residents and residency programs. That association to date, however, has not been tested in child and adolescent psychiatry residents. Objective This is the first study to explore the relationship between performance on the American College of Psychiatrists' Child Psychiatry Resident In-Training Examination (CHILD PRITE) and subsequent performance on the American Board of Psychiatry and Neurology's (ABPN) subspecialty multiple-choice examination (Part I) in child and adolescent psychiatry (CAP). Methods Pearson correlation coefficients were used to examine the relationship between performance on the CHILD PRITE and the CAP Part I examination for 342 fellows. Results Second-year CAP fellows performed significantly better on the CHILD PRITE than did the first-year fellows. The correlation between the CHILD PRITE total score and the CAP Part I examination total score was .41 (P = .01) for first-year CAP fellows; it was .52 (P = .01) for second-year CAP fellows. Conclusions The significant correlations between scores on the 2 tests show they assess the same achievement domain. This supports the use of the CHILD PRITE as a valid measure of medical knowledge and formative feedback tool in child and adolescent psychiatry.
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McDonald, Furman S., Daniel Jurich, Lauren M. Duhigg, Miguel Paniagua, Davoren Chick, Margaret Wells, Amber Williams, and Patrick Alguire. "Correlations Between the USMLE Step Examinations, American College of Physicians In-Training Examination, and ABIM Internal Medicine Certification Examination." Academic Medicine 95, no. 9 (July 4, 2020): 1388–95. http://dx.doi.org/10.1097/acm.0000000000003382.

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42

Tyrer, S. P., W. C. Leung, J. Smalls, and C. Katona. "The relationship between medical school of training, age, gender and success in the MRCPsych examinations." Psychiatric Bulletin 26, no. 7 (July 2002): 257–63. http://dx.doi.org/10.1192/pb.26.7.257.

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Aims and MethodFactors leading to success in the MRCPsych Part I and Part II examinations, including age, gender and original medical school of training, were examined in the 1999 MRCPsych examination entrants to determine how far they are associated with the results. The ethnic breakdown of examiners of the MRCPsych examinations was also determined and compared with the origin of all consultant psychiatrists.ResultsYounger age at taking the examination and training at a British or Irish medical school were found to be highly significant predictors of success in the MRCPsych examinations. When allowance was made for confounding variables, the gender of candidates did not contribute to success. There was no difference in ethnic background of examiners compared with consultant psychiatrists overall.Clinical ImplicationsFactors affecting trainees wishing to undertake a psychiatric career need to be more closely examined. To ensure fairness and transparency in future examinations the ethnicity of candidates taking the examination needs to be addressed.
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Cantwell, John D. "The Mendoza Line and In-Training Examination Scores." Annals of Internal Medicine 119, no. 6 (September 15, 1993): 541. http://dx.doi.org/10.7326/0003-4819-119-6-199309150-00038.

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44

Banks, K. "American Board of Family Medicine In-Training Examination." Journal of the American Board of Family Medicine 22, no. 4 (July 1, 2009): 464. http://dx.doi.org/10.3122/jabfm.2009.04.090079.

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45

Banks, K. "American Board of Family Medicine In-Training Examination." Annals of Family Medicine 7, no. 4 (July 1, 2009): 380. http://dx.doi.org/10.1370/afm.1024.

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Ravesteijn, Hiske Van, Emer Hageraats, and Jan-Joost Rethans. "Training of the gynaecological examination in the Netherlands." Medical Teacher 29, no. 4 (January 2007): e93-e99. http://dx.doi.org/10.1080/01421590701287921.

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LaPorte, Dawn M., David R. Marker, Thorsten M. Seyler, Michael A. Mont, and Frank J. Frassica. "Educational Resources for the Orthopedic In-Training Examination." Journal of Surgical Education 67, no. 3 (May 2010): 135–38. http://dx.doi.org/10.1016/j.jsurg.2010.04.004.

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48

Caswell, Shane, Jatin P. Ambegaonkar, and Amanda M. Caswell. "Examination of Personality Traits in Athletic Training Students." Athletic Therapy Today 15, no. 6 (November 2010): 37–40. http://dx.doi.org/10.1123/att.15.6.37.

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Black, Candice C., and Amy Motta. "An Examination of Advocacy Education in Residency Training." Archives of Pathology & Laboratory Medicine 144, no. 4 (July 17, 2019): 497–99. http://dx.doi.org/10.5858/arpa.2019-0116-ep.

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Context.— Pathology-related advocacy is best when performed directly by pathologists. Practicing advocacy is included in the Milestones 2.0 and should be introduced during residency training. Objective.— To understand advocacy education in residency training we surveyed pathologists to ask what training they had in residency, what resources were available, and what experiences were most impressionable. Design.— Two types of inquiry were performed. First, a survey to program graduates asking about leadership and advocacy activities during training and about leadership and advocacy activities since graduation. Secondly, focused email and telephone inquiries were made to 12 pathologists—4 in practice for more than 20 years, 4 within the first 10 years of practice, and to 4 PGY4 (postgraduate year 4) residents—asking what training and experiences were available to them, and how they became motivated to become active in practice. Results.— Our results showed that resources available outside of the home program have changed through the years and more national resident groups are available that were not available in the past. These groups may educate trainees in leadership and advocacy. Internally, opportunities to shadow faculty at interdepartmental leadership meetings, as well as selection of the chief resident, are enduring tools for honing these skills. Conclusions.— Teaching advocacy in training is important and part of the Accreditation Council for Graduate Medical Education core requirements as well as a level 5 Milestone. Education may require a balance of internal and external resources since different programs may offer different opportunities. Shadowing during real advocacy events was the most impressionable experience.
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Drachman, Douglas E. "The American College of Cardiology’s In-Training Examination." Journal of the American College of Cardiology 65, no. 12 (March 2015): 1229–30. http://dx.doi.org/10.1016/j.jacc.2015.02.008.

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