scholarly journals Adoption of the European Diploma in Anaesthesiology as the National Board examination in anaesthesiology and intensive care: 2 yr of experience in Poland

2011 ◽  
Vol 106 (1) ◽  
pp. 148-149 ◽  
Author(s):  
K Kusza ◽  
Z Goldik
Keyword(s):  
Intensive Care ◽  
Board Examination ◽  
National Board

scholarly journals Comparison of National Board of Chiropractic Examiners part I examination scores between tutors and tutees at a chiropractic college

2016 ◽  
Vol 30 (2) ◽  
pp. 104-107 ◽  
Author(s):  
Amilliah W. Kenya ◽  
John F. Hart ◽  
Charles K. Vuyiya
Keyword(s):  
Grade Point Average ◽  
Test Scores ◽  
Effect Sizes ◽  
Grade Point ◽  
Board Examination ◽  
National Board ◽  
The Subject ◽  
The Mean ◽  
The Difference ◽  
Tutor Group

Objective: This study compared National Board of Chiropractic Examiners part I test scores between students who did and did not serve as tutors on the subject matter. Methods: Students who had a prior grade point average of 3.45 or above on a 4.0 scale just before taking part I of the board exams were eligible to participate. A 2-sample t-test was used to ascertain the difference in the mean scores on part I between the tutor group (n = 28) and nontutor (n = 29) group. Results: Scores were higher in all subjects for the tutor group compared to the nontutor group and the differences were statistically significant (p < .01) with large effect sizes. Conclusion: The tutors in this study performed better on part I of the board examination compared to nontutors, suggesting that tutoring results in an academic benefit for tutors themselves.

Assessment of technical competence of candidates within a clinical pathology discipline

2017 ◽  
Author(s):  
◽  
Melini Baruth
Keyword(s):  
Direct Observation ◽  
Clinical Pathology ◽  
Internal Quality ◽  
Competency Assessment ◽  
Technical Competence ◽  
Test Procedures ◽  
Board Examination ◽  
National Board ◽  
Medical Technologists ◽  
General Section

Background Medical laboratories play a crucial role in patient care and require a competent skilled workforce to deliver this essential service. The current process of Medical Technologist training is a summative assessment consisting of two written 3 hour papers that correlates theoretical knowledge acquired at a tertiary level with the practical internship. Currently there is no assessment of technical competence of Intern Medical Technologists (candidates) by the HPCSA. Aim: This study aims to determine how technical competence was assessed for Intern Medical Technologists who are eligible to write the National Board Examination in the Clinical Pathology discipline. Methods: A quantitative design was used for assessing the technical competence of the candidates that were eligible to write the National Board Examination by using an adapted SANAS witnessing tool across ten Clinical Pathology test procedures by direct observation as well as to determine how technical competence is assessed in HPCSA registered training laboratories using a survey administered to Laboratory managers and trainers. The data was collected and analysed using the statistical software SPSS version 24.0. Results Some candidates that were directly observed in each of the Clinical Pathology test procedures were deemed not yet competent in compliance and adherence to SOP’s, acceptability of results, internal quality control procedures and the acceptability of the outcome and availability of signed training and competency records on the direct observation checklist. These results of the assessment of technical competence were compared to the results of the National Board examination that candidates wrote and there was no correlation between the two except for the Microbiology sub-discipline and the general section. Results of operations of competency assessment in 9 HPCSA registered Training Laboratories revealed that 100% of respondents have a technical competence laboratory policy, 90% identified the Laboratory Manager as having responsibility for ensuring assessment of staff competency, 100% stated that frequency of competency testing was upon initial employment and once in two years thereafter, 90% had clear criteria to define competency assessment and 100% indicated that the remedial process used in their laboratories was documented corrective action which included re-training and re-assessment. Conclusion: From this study it can be concluded that assessment of technical competency for Intern Medical Technologists in the Clinical Pathology could augment current assessment systems of Intern Medical Technologists for conferment of professional designation and a policy review is recommended.

The Effectiveness of a Mock Board Experience in Coaching Students for the Dental Hygiene National Board Examination

2002 ◽  
Vol 66 (5) ◽  
pp. 643-648 ◽  
Author(s):  
Taline Dadian ◽  
Kathy Guerink ◽  
Cynthia Olney ◽  
John Littlefield
Keyword(s):  
Dental Hygiene ◽  
Board Examination ◽  
National Board

Analysis of the national board examination with regard to questions in emergency medicine

1985 ◽  
Vol 14 (5) ◽  
pp. 490
Author(s):  
AB Sanders ◽  
WP Burdick ◽  
TO Stair ◽  
D Witzke
Keyword(s):  
Emergency Medicine ◽  
Board Examination ◽  
National Board

scholarly journals The correlation of preclinical GPA score in faculty of medicine of university of baiturrahmah with national board examination result

2019 ◽  
pp. 4403-4406
Author(s):  
Dian Ayu Hamama Pitra ◽  
Resti Rahmadika Akbar
Keyword(s):  
Student Performance ◽  
Negative Correlation ◽  
Cross Sectional ◽  
Board Examination ◽  
National Board ◽  
Examination Result ◽  
Clinical Program ◽  
Competency Based ◽  
Weak Negative Correlation ◽  
Cross Sectional Design

Background: The National board of medical examination (“UKMPPD) has been implemented since August 2014 and has emerged a new challenge for medicine faculty in Indonesia in which there are 2769 “UKMPPD CBT” retakers in November 2017. It is the same challenge for Faculty of medicine, university of baiturrahmah (FMUNBRAH) where there are 82 CBT retakers in February 2018. The “UKMPPD” as a determinant of graduation should represent the process of conducting competency-based curriculum during preclinical and clinical program. Thus the GPA as a measure of student performance in conducting the curriculum is expected to correlate in  achieving the “UKMPPD CBT”. Aims: To determine the correlation between preclinical GPA score of students with achieving the “UKMPPD CBT”.  Methods: It was cross sectional design consisting subject of 749 students who joined “UKMPPD CBT” as firstaker since November 2014-February 2018. Data obtained were preclinical GPA and the results of “UKMPPD CBT”. GPA data was grouped into three categories with satisfying, very satifying, and cum laude predicate. The results of “UKMPPD CBT” were grouped by achieving and not achieving. Furthermore, the data was analyzed using Sommers'd correlation test. Results: The median value of preclinical GPA were 3.00 (2.35-3.76). There is a weak negative correlation between preclinical GPA with achieving of “UKMPPD CBT” (p <0.001; value r = -0.221). Conclusion: There is a weak negative correlation between GPA with the accomplishement of UKMPPD CBT. This result can provide feedback to institutional managers regarding the process of implementing the curriculum based competency.

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