References 1. Shadish WR, Cook TD, Campbell DT. Experimental and Quasi-Experimental Designs for G... more References 1. Shadish WR, Cook TD, Campbell DT. Experimental and Quasi-Experimental Designs for Generalized Causal Inference. Boston, Mass: Houghton Mifflin Company; 2002. 2. Trochim WMK. Research Methods Knowledge Base: External Validity. http://www.socialresearchmethods.net/kb/external.php. Accessed April 19, 2011. 3. Campbell DT, Stanley JC. Experimental and Quasi-Experimental Designs for Research. Chicago, Ill: Rand McNally; 1963. Generalizability, also referred to as external validity, is the extent to which the conclusions of a study would hold for variations in persons, settings, treatments, and outcomes.1
As part of the standard-setting methods used by the National Board of Osteopathic Medical Examine... more As part of the standard-setting methods used by the National Board of Osteopathic Medical Examiners for its Comprehensive Osteopathic Medical Licensing Examination clinical skills performance evaluation (COMLEX-USA Level 2-PE), a self-administered survey was distributed electronically and by mail to deans of colleges of osteopathic medicine, directors of graduate medical education programs, osteopathic medical students, and experts chosen demographically to represent osteopathic physicians in the United States. Groups were asked to rate fourth-year osteopathic medical students and interns on their clinical skills and acceptable pass rates and expected pass rates on the COMLEX-USA Level 2-PE. The surveys were not used systematically to compute the passing standards but to provide additional support for their validity. The viewpoints of the deans differed from those of the students, osteopathic graduate medical education program directors, and experts regarding clinical skills proficiencies and acceptable pass rates. However, all of the groups agreed that, on average, some students and interns do not have adequate clinical skills. These results provide additional support for requiring acceptable performance on a comprehensive clinical skills examination before admission to osteopathic graduate medical education programs.
Purpose In 2024, international medical graduates seeking Educational Commission for Foreign Medic... more Purpose In 2024, international medical graduates seeking Educational Commission for Foreign Medical Graduates (ECFMG) certification will be required to graduate from an accredited medical school. This study’s goal was to examine relationships between medical school accreditation variables and ECFMG certification for a global sample. Method Using ECFMG databases, the authors created a 10-year cohort (January 1, 2007–December 31, 2016) of certification applicants, defined as individuals who had attempted at least 2 examinations required for certification. The authors aggregated applicant data at the school level, excluding schools with < 80 applicants. School accreditation statuses were based on agency websites. School region, age, and time of first accreditation were included. Analyses included descriptive and bivariate statistics and multiple linear regressions adjusting for school start year and year of first accreditation. Results The cohort included 128,046 applicants from 1,973 medical schools across 162 countries. After excluding low-volume schools, 318 schools across 81 countries remained. These provided 99,598 applicants and 77,919 certificate holders, three-quarters of whom came from the Caribbean, South-Central Asia, and West Asia regions. Two hundred and fifty (78.6%) schools were accredited; 68 (21.4%) were not. Most ECFMG applicants (n = 84,776, 85.1%) and certificate holders (n = 68,444, 87.8%) attended accredited medical schools. Accredited schools had higher rates of ECFMG certification among graduates than nonaccredited schools in comparisons that included all schools (75.0% [standard deviation (SD) = 10.6%] vs 68.3% (SD = 15.9%), P < .001), and for countries that had both accredited and nonaccredited schools (73.9% [SD = 11.4%] vs 67.3% [SD = 16.8%], P = .023). After adjusting for age of school, longer duration of accreditation was associated with higher certification rates (P < .001). Conclusions Accreditation had a positive association with ECFMG certification rates. Future studies should investigate how accreditation processes might account for higher certification rates.
The Journal of the American Osteopathic Association, Dec 1, 2007
A 2001 survey of 19 colleges of osteopathic medicine (COMs) revealed that standardized patient pr... more A 2001 survey of 19 colleges of osteopathic medicine (COMs) revealed that standardized patient programs (SPPs) are increasingly used in osteopathic medical education. However, no new data have been published since. To evaluate current SPP and mechanical simulator use at COMs compared with previous survey results. In 2005, an electronic survey regarding the use of SPPs (eg, staffing, facilities) and mechanical simulators in the teaching and assessment of students' clinical skills was sent to the deans of the 23 fully accredited COMs and branch campuses. Responses were received from all 23 COMs for a 100% response rate. According to survey results, 19 COMs (87%) had active SPPs, 2 COMs (9%) reported that SPPs were in development, and the remaining 2 COMs (9%) used students as patients. In comparison, only 12 COMs (63%) in 2001 had active SPPs. Results indicated an increased use of standardized patients for assessment, particularly in physician-patient communication, osteopathic manipulative medicine, and osteopathic manipulative treatment. In addition, 12 COMs (52%) reported using mechanical simulators in the teaching or assessment of clinical skills. From 2001 to 2005, the use of SPPs and mechanical simulators at COMs increased substantially.
Abstract Background Peer-assisted learning may augment health care provider training. We studied ... more Abstract Background Peer-assisted learning may augment health care provider training. We studied four questions surrounding the extension of faculty resources by using trained peer mentors in the low-stakes formative assessment of IV skills in sixty-two second semester associate degree nursing students. Method Peer mentors rated performances and provided immediate feedback. Faculty rated recorded performances. Faculty rated performances at follow-up. Results Peer mentor checklist scores were moderately associated with faculty ratings. Both identified low performers. No change in scores occurred over time. Conclusions This study found that peer mentors can extend faculty resources and provide feedback. This may not impact student long-term skills retention.
Purpose International medical graduates (IMGs), approximately 25% of the U.S. physician workforce... more Purpose International medical graduates (IMGs), approximately 25% of the U.S. physician workforce, have unique needs as they enter residency programs. This study identified wellness barriers and challenges that IMGs encounter as they transition to the United States. Method The authors analyzed results from 3 open-ended questions in a 21-item survey. This survey was administered in December 2019 to 11,504 IMG resident physicians sponsored by the Educational Commission for Foreign Medical Graduates’ J-1 visa program. These questions asked respondents to describe challenges to their wellness, how they maintain wellness, and resources that would have aided their transition. Data were analyzed using a mixed-methods approach, including both qualitative descriptions and category frequencies. Results Of the surveys administered, 7,817 responses (68% response rate) were received. Respondents identified challenges navigating cultural differences (1,314, 17%), health care system (1,108, 14%), ...
References 1. Shadish WR, Cook TD, Campbell DT. Experimental and Quasi-Experimental Designs for G... more References 1. Shadish WR, Cook TD, Campbell DT. Experimental and Quasi-Experimental Designs for Generalized Causal Inference. Boston, Mass: Houghton Mifflin Company; 2002. 2. Trochim WMK. Research Methods Knowledge Base: External Validity. http://www.socialresearchmethods.net/kb/external.php. Accessed April 19, 2011. 3. Campbell DT, Stanley JC. Experimental and Quasi-Experimental Designs for Research. Chicago, Ill: Rand McNally; 1963. Generalizability, also referred to as external validity, is the extent to which the conclusions of a study would hold for variations in persons, settings, treatments, and outcomes.1
As part of the standard-setting methods used by the National Board of Osteopathic Medical Examine... more As part of the standard-setting methods used by the National Board of Osteopathic Medical Examiners for its Comprehensive Osteopathic Medical Licensing Examination clinical skills performance evaluation (COMLEX-USA Level 2-PE), a self-administered survey was distributed electronically and by mail to deans of colleges of osteopathic medicine, directors of graduate medical education programs, osteopathic medical students, and experts chosen demographically to represent osteopathic physicians in the United States. Groups were asked to rate fourth-year osteopathic medical students and interns on their clinical skills and acceptable pass rates and expected pass rates on the COMLEX-USA Level 2-PE. The surveys were not used systematically to compute the passing standards but to provide additional support for their validity. The viewpoints of the deans differed from those of the students, osteopathic graduate medical education program directors, and experts regarding clinical skills proficiencies and acceptable pass rates. However, all of the groups agreed that, on average, some students and interns do not have adequate clinical skills. These results provide additional support for requiring acceptable performance on a comprehensive clinical skills examination before admission to osteopathic graduate medical education programs.
Purpose In 2024, international medical graduates seeking Educational Commission for Foreign Medic... more Purpose In 2024, international medical graduates seeking Educational Commission for Foreign Medical Graduates (ECFMG) certification will be required to graduate from an accredited medical school. This study’s goal was to examine relationships between medical school accreditation variables and ECFMG certification for a global sample. Method Using ECFMG databases, the authors created a 10-year cohort (January 1, 2007–December 31, 2016) of certification applicants, defined as individuals who had attempted at least 2 examinations required for certification. The authors aggregated applicant data at the school level, excluding schools with < 80 applicants. School accreditation statuses were based on agency websites. School region, age, and time of first accreditation were included. Analyses included descriptive and bivariate statistics and multiple linear regressions adjusting for school start year and year of first accreditation. Results The cohort included 128,046 applicants from 1,973 medical schools across 162 countries. After excluding low-volume schools, 318 schools across 81 countries remained. These provided 99,598 applicants and 77,919 certificate holders, three-quarters of whom came from the Caribbean, South-Central Asia, and West Asia regions. Two hundred and fifty (78.6%) schools were accredited; 68 (21.4%) were not. Most ECFMG applicants (n = 84,776, 85.1%) and certificate holders (n = 68,444, 87.8%) attended accredited medical schools. Accredited schools had higher rates of ECFMG certification among graduates than nonaccredited schools in comparisons that included all schools (75.0% [standard deviation (SD) = 10.6%] vs 68.3% (SD = 15.9%), P < .001), and for countries that had both accredited and nonaccredited schools (73.9% [SD = 11.4%] vs 67.3% [SD = 16.8%], P = .023). After adjusting for age of school, longer duration of accreditation was associated with higher certification rates (P < .001). Conclusions Accreditation had a positive association with ECFMG certification rates. Future studies should investigate how accreditation processes might account for higher certification rates.
The Journal of the American Osteopathic Association, Dec 1, 2007
A 2001 survey of 19 colleges of osteopathic medicine (COMs) revealed that standardized patient pr... more A 2001 survey of 19 colleges of osteopathic medicine (COMs) revealed that standardized patient programs (SPPs) are increasingly used in osteopathic medical education. However, no new data have been published since. To evaluate current SPP and mechanical simulator use at COMs compared with previous survey results. In 2005, an electronic survey regarding the use of SPPs (eg, staffing, facilities) and mechanical simulators in the teaching and assessment of students' clinical skills was sent to the deans of the 23 fully accredited COMs and branch campuses. Responses were received from all 23 COMs for a 100% response rate. According to survey results, 19 COMs (87%) had active SPPs, 2 COMs (9%) reported that SPPs were in development, and the remaining 2 COMs (9%) used students as patients. In comparison, only 12 COMs (63%) in 2001 had active SPPs. Results indicated an increased use of standardized patients for assessment, particularly in physician-patient communication, osteopathic manipulative medicine, and osteopathic manipulative treatment. In addition, 12 COMs (52%) reported using mechanical simulators in the teaching or assessment of clinical skills. From 2001 to 2005, the use of SPPs and mechanical simulators at COMs increased substantially.
Abstract Background Peer-assisted learning may augment health care provider training. We studied ... more Abstract Background Peer-assisted learning may augment health care provider training. We studied four questions surrounding the extension of faculty resources by using trained peer mentors in the low-stakes formative assessment of IV skills in sixty-two second semester associate degree nursing students. Method Peer mentors rated performances and provided immediate feedback. Faculty rated recorded performances. Faculty rated performances at follow-up. Results Peer mentor checklist scores were moderately associated with faculty ratings. Both identified low performers. No change in scores occurred over time. Conclusions This study found that peer mentors can extend faculty resources and provide feedback. This may not impact student long-term skills retention.
Purpose International medical graduates (IMGs), approximately 25% of the U.S. physician workforce... more Purpose International medical graduates (IMGs), approximately 25% of the U.S. physician workforce, have unique needs as they enter residency programs. This study identified wellness barriers and challenges that IMGs encounter as they transition to the United States. Method The authors analyzed results from 3 open-ended questions in a 21-item survey. This survey was administered in December 2019 to 11,504 IMG resident physicians sponsored by the Educational Commission for Foreign Medical Graduates’ J-1 visa program. These questions asked respondents to describe challenges to their wellness, how they maintain wellness, and resources that would have aided their transition. Data were analyzed using a mixed-methods approach, including both qualitative descriptions and category frequencies. Results Of the surveys administered, 7,817 responses (68% response rate) were received. Respondents identified challenges navigating cultural differences (1,314, 17%), health care system (1,108, 14%), ...
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