Attitudes of Anesthesiology Postgraduate Residents Toward the Influential Factors in Their Success in the Iranian National Board Exam (original) (raw)
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Background: It has been observed that some candidates do very well in postgraduate examinations and get through in the very first attempt, whereas the others may not do very well and have to go for multiple attempts to get through the same examination. This study aimed to determine the factors affecting the performance and the success rate in the first attempt in the Master of Medicine (Anesthesiology) Part-1 examination. Methodology: This was a cross-sectional study involving 73 postgraduate candidates who passed the Master of Medicine (Anesthesiology) Part-1 examination between 2016 and 2017. The candidates were required to respond to various questions about various factors assumed to be affecting their performance, including sociodemographic factors, pre-training, and in-training factors. Statistical analysis of the received responses was done and linked to the performance in the Part-1 examination. Results: The candidates with more than 5 y of medical service had 85% lower odds than those with 5 or fewer years (adjusted OR 0.15; 95% CI 0.03-0.81; p = 0.027). Those who passed the entrance examination after 2 or more attempts also had 80% lower odds than those who passed at the first attempt (adjusted OR 0.20; 95% CI 0.06-0.70; p = 0.011). The odds of the candidates who often had small-group discussions during their study leave were 16.21 times higher to pass than those who seldom had any discussion (adjusted OR 16.21; 95% CI 1.81-145.41; p = 0.013). Conclusions: The success in the Master of Medicine (Anesthesiology) Part-1 examination in first attempt was determined by a shorter duration of medical service, single attempt at the entrance examination, and regular smallgroup discussions.
future of medical education journal, 2019
Background: In the recent decades, worldwide attentions were increased in many countries for example North America and Europe to evaluate physician’s performance and become a necessity. The purpose of this study was to translate and determine the validity and reliability of the Persian version of the 360-degree assessment for anesthesiology residents. It consists of different domains to measure the general capabilities including communication and interpersonal skills, professionalism and residents’ clinical care skills. Methods: In this study, we used the questionnaire developed by Calgary University in Canada for the psychometric features. All second and third year residents who were actively engaged in anesthetic induction and were in close contact with their professors were chosen. The raters included five groups of faculty members, operation room staff (senior anesthetic technicians and recovery room nurses), residents’ colleagues, patients and residents themselves (self-assessm...
Indian Journal of Anaesthesia, 2015
Trends in selection of a career in medicine vary from country to country. To plan future recruitment strategies and to balance distribution of physicians among medical specialties, each country needs to examine these reasons as part of educational research. The aim of this study was to explore the Anaesthesiology postgraduate students' knowledge about anaesthesia as a speciality, their attitude towards anaesthesia as a career choice, stress levels during the period of postgraduation, views regarding Diploma in Anaesthesiology and undergraduate exposure to the subject. Eight hundred pretested questionnaires were provided to the anaesthesia postgraduate students attending various national level conferences in India. The collected data were statistically analysed using SPSS version 20. Only 31.6% of the students were aware of scope of anaesthesiology and 42.3% of students joined the speciality out of the interest to learn the subject, whereas 55.7% joined for other reasons, including non-availability of other specialties during medical postgraduate counselling. About 70% of students were stressed out during postgraduation, 31.6% found difficulty in accommodating the demands of challenging job and 3.8% went into depression. Majority of anaesthesiology postgraduate students were unaware of the scope of Anaesthesiology at the time of medical postgraduate counselling; only two-fifth of the students joined the speciality out of interest to learn the subject and most of them felt stressed out during the period of postgraduation. Majority of the students were of the opinion that Diploma in Anaesthesia was not a viable career option and should be scrapped.
Predictors of success on the written anesthesiology board certification examination
International Journal of Medical Education, 2012
To determine whether information available prior to and during anesthesia residency training can predict American Board of Anesthesiology (ABA) Part 1 (Written) performance and help identify anesthesia residents at risk for failure. Methods: Retrospective analysis of 97 anesthesiology residents' academic files at a single Midwestern residency program. ABA Part 1 score was used as the dependent variable. Categorical demographic predictor variables included gender, under-represented minority status, and type of medical degree. Quantitative academic predictor variables included first-attempt scores on United States Medical Licensing Examination (USMLE) Steps 1 and 2, annual ABA In-Training Exam (ITE) scores, and biannual Basic Science Examination (BSE) scores. Predictors that correlated significantly with the dependent variable were entered into stepwise linear regression analyses.
Assessment of current undergraduate anesthesia course in a Saudi University
Saudi Journal of Anaesthesia, 2013
Background: The assessment of the anesthesia course in our university comprises Objective Structured Clinical Examinations (OSCEs), in conjunction with portfolio and multiple-choice questions (MCQ). The objective of this study was to evaluate the outcome of different forms of anesthesia course assessment among 5 th year medical students in our university, as well as study the influence of gender on student performance in anesthesia. Methods: We examined the performance of 154, 5 th year medical students through OSCE, portfolios, and MCQ. Results: The score ranges in the portfolio, OSCE, and MCQs were 16-24, 4.2-28.9, and 15.5-44.5, respectively. There was highly significant difference in scores in relation to gender in all assessments other than the written one (P=0.000 for Portfolio, OSCE, and Total exam, whereas P=0.164 for written exam). In the generated linear regression model, OSCE alone could predict 86.4% of the total mark if used alone. In addition, if the score of the written examination is added, OSCE will drop to 57.2% and the written exam will be 56.8% of the total mark. Conclusions: This study demonstrates that different clinical methods used to assess medical students during their anesthesia course were consistent and integrated. The performance of female was superior to male in OSCE and portfolio. This information is the basis for improving educational and assessment standards in anesthesiology and for introducing a platform for developing modern learning media in countries with dearth of anesthesia personnel.
Challenges to Several Domains of Clinical Training From the Perspective of Anesthesiology Students
Background: Clinical education is a process in which students attend a clinical environment, achievea variety of professional skills, and become prepared to solve patients' problems. Identifying problems in this domain and resolving them can be of great help in the training of students. Objectives: This study was conducted to determine the problems concerning the clinical education of senior under graduate students in anesthesiology at Fasa and Jahrom University of Medical Sciences. Patients and Methods: In this cross-sectional study, 55 senior anesthesiology students were selected from Fasa and Jahrom Universities of Medical Sciences. The data collecting tool was a questionnaire. The questionnaire consisted of two parts: 8 questions concerning demographic characteristics and 63 questions concerning problems of clinical education. The second part was divided into three domains: the clinical environment (21 questions), clinical educators and school policies (31 questions), and two students' characteristics (11 questions). Data were analyzed using SPSS and descriptive statistics. Results: The score achieved from all three domains was 67.49%, which indicated the clinical condition as desirable. The scores in the domains of clinical environment, clinical educators, and school policies and student's characteristics in the viewpoint of students were 57.07%, 71.77%, and 73%, respectively. They indicated average, good, and good conditions, also respectively. The most serious problems of all three domains were: 1) the disproportionate number of students within the physical environment of the operating room (87.3% agreement), 2) lack of balance between theoretical and practical knowledge (56.4% agreement), and 3) the simultaneous presence of medical students and their impact on clinical education (67.3% agreement). Conclusions: In general, the clinical training of anesthesia students is in a desirable condition. The large number of students and the lack of space and facilities appeared to be the main causes of concern. To improve the quality of clinical education, increasing the number of clinical education spaces or balancing the number of students is therefore desirable.
Perception of Medical Graduates Towards Anesthesiology: A Prospective Cross-Sectional Study
Journal of Society of Surgeons of Nepal
Introduction: Despite the availability of a number of specialties, only few areas come as a choice for post-graduation. The main purpose of this study was to determine the perception of undergraduate students towards anesthesiology and the factors that determine considering or not considering anesthesiology as a career. Methods: A questionnaire based cross-sectional study was conducted among medical interns at KIST Medical College in January 2018. Seventy interns participated in this study. The questionnaire sought information on their perception and reasons for considering or not considering anesthesiology. Results: Majority of the medical interns [58 (82.85%)] had decided the subject to specialize in future. Forty one (70.68%) chose surgery as their career choice. It was followed by Internal medicine- 35(60.34%), Anesthesia- 21(36.2%), Orthopedics- 19(32.75%) and Gynecology- 8(13.79%). Among the participants who chose anesthesia as their career choice, five (8.62%) st...
JMIR Serious Games, 2019
Background Recruitment of highly motivated students for certain clinical practice is considered as an important goal for every medical teacher. It becomes more and more difficult to find out the right and effective teaching way within the extremely fast developing modern education environment full of insufficient and old-fashioned tradition teaching approaches and limited possibilities with patient-hands-on education, especially in Anesthesia and Intensive Care Medicine (AIM). Objective Our aim was to highlight the importance of using motivation and the application of the modern concept "learning-by-doing" for recruiting the graduates of Medical Faculty of Masaryk University (MFMU) for AIM specialty. Methods The subject "Individual Student Project" is an obligatory part of the pre-gradual curriculum of MFMU and is mandatory for registration of final exams. Our topic "The development of multimedia educational portal AKUTNE.CZ" has been offered since 2010. The objective was a development of supportive material for Problem-based learning (PBL) / Team-based learning (TBL) lectures aimed at acute medicine. The topic of each algorithm is dealing with AIM issue, but some of them are multidisciplinary. We performed the evaluation focusing on graduates' choice of profession and specialization in medicine in 2017. Data were reported descriptively. Results We evaluated 142 students who passed our "Individual Student Project" topic in 2010-2017. During this period, they developed up to 77 electronic Virtual Patients in the form of interactive multimedia algorithms (available at http://www.akutne.cz/index-en.php? pg=education-interactive-algorithms). Out of 139 students of general medicine, 108 students (78%) already graduated, 27 (19%) are still studying (after 12/2017) and 4 (3%) finished their studies unsuccessfully. 37 graduates (34%) work in AIM specialization and 68 (63%) work in other clinical fields of medicine. 3 (3%) graduates currently travel abroad. 57 graduates (53%) chose more-or-less the same specialty after graduation matching the topic of their algorithm. 37 (65%) of these graduates decided for AIM. In the year 2016, there were 41,600 physicians in the Czech Republic. AIM employed 2,207 (5.3%) of them. 525 (23.8%) were trainees without AIM specialization. Approximately one-third of highly motivated students, after completing their studies, selected AIM as their specialization and helped to expand the number of AIM physicians in the Czech Republic. Since 2010, our graduates accounted for 7.1% of all AIM trainees in the Czech Republic. Conclusion The concept of "learning-by-doing" led to 34% retention of physicians in AIM specialty after graduation. This concept could be considered as an important motivating element of AIM selection after graduation.
Predicting Success on the Certification Examinations of the American Board of Anesthesiology
Anesthesiology, 2010
Background Currently, residency programs lack objective predictors for passing the sequenced American Board of Anesthesiology (ABA) certification examinations on the first attempt. Our hypothesis was that performance on the ABA/American Society of Anesthesiologists In-Training Examination (ITE) and other variables can predict combined success on the ABA Part 1 and Part 2 examinations. Method The authors studied 2,458 subjects who took the ITE immediately after completing the first year of clinical anesthesia training and took the ABA Part 1 examination for primary certification immediately after completing residency training 2 yr later. ITE scores and other variables were used to predict which residents would complete the certification process (passing the ABA Part 1 and Part 2 examinations) in the shortest possible time after graduation. Results ITE scores alone accounted for most of the explained variation in the desired outcome of certification in the shortest possible time. In a...
Journal of Clinical Anesthesia, 2016
Study Objectives: To assess whether the year of residency in anesthesiology is associated with residents' overall perceptions of the learning environment and to evaluate the association between year of residency and each of the five domains of the Dundee Ready Education Environment Measure (DREEM) survey. Design: Cross-sectional study. Setting: Residency program of anesthesiology at the Cleveland Clinic. Subjects and Intervention: Residents of anesthesiology at the Cleveland Clinic were invited to complete the DREEM questionnaire and a demographic survey. Measurements: We assessed whether year of residency was associated with the overall standardized DREEM questionnaire score using linear regression. We also assessed the associations between year of residency and each of the 5 DREEM questionnaire domains using separate linear regression models. Results: Of the 60 residents invited to complete the DREEM questionnaire, 49 (82%) completed it. There was no association between year of residency and overall DREEM score (P = .21), students' perception of teaching (P = .38), students' perceptions of teachers (P = .28), students' academic self-perceptions (P = .03), students' perceptions of atmosphere (P = .65), or students' social self-perceptions (P = .08). The primary outcome was assessed using a significance criterion of 0.05, whereas each secondary outcome was assessed using a significance criterion of 0.01 for secondary analyses (ie, 0.05/5, Bonferroni). Conclusion: Resident's perception of the learning environment in the anesthesiology residency program of the Cleveland Clinic is on the positive side, as measured by the DREEM questionnaire. We found no association between the year of training and the DREEM questionnaire overall score. Furthermore, we found no association between year of residency and any of the subscores for the 5 DREEM domains. There is room for improvement, especially in the area of self-perception.