B R Baumgartner1, S B Peterman. 1. Department of Radiology, Emory University School of Medicine, Atlanta, GA, USA.
Abstract
RATIONALE AND OBJECTIVES: To retrospectively evaluate the association between resident performance on the American College of Radiology in-training examination and performance on the American Board of Radiology written examination. METHODS: Percentile scores from the in-training examination (low score, < 20th percentile) and written board examination (low score, < 25 percentile) were collected for 58 residents in a large, university-based program during a 6-year period. Mean in-training examination scores were compared for the high score and low score written board groups. In-training examination scores were correlated with the written board scores, and odds ratios were calculated for the association between in-training examination and written board scores. Adjusted in-training examination and written board odds ratios were calculated for Alpha Omega Alpha status and prior clinical training. RESULTS: The mean in-training examination scores were statistically significantly higher in the high score written board group (P = .0001). There was significant correlation between the in-training examination and the written board scores (P = .05). There was a significant association between a resident's average in-training examination score and written board score. Alpha Omega Alpha status was associated with high written board scores, and prior clinical training was associated with low written board scores (not significant). CONCLUSION: The resident's average in-training examination score was a strong predictor of the written board score. The resident with a low in-training examination score is at risk for poor performance on the written board examination and may benefit from remedial training.
RATIONALE AND OBJECTIVES: To retrospectively evaluate the association between resident performance on the American College of Radiology in-training examination and performance on the American Board of Radiology written examination. METHODS: Percentile scores from the in-training examination (low score, < 20th percentile) and written board examination (low score, < 25 percentile) were collected for 58 residents in a large, university-based program during a 6-year period. Mean in-training examination scores were compared for the high score and low score written board groups. In-training examination scores were correlated with the written board scores, and odds ratios were calculated for the association between in-training examination and written board scores. Adjusted in-training examination and written board odds ratios were calculated for Alpha Omega Alpha status and prior clinical training. RESULTS: The mean in-training examination scores were statistically significantly higher in the high score written board group (P = .0001). There was significant correlation between the in-training examination and the written board scores (P = .05). There was a significant association between a resident's average in-training examination score and written board score. Alpha Omega Alpha status was associated with high written board scores, and prior clinical training was associated with low written board scores (not significant). CONCLUSION: The resident's average in-training examination score was a strong predictor of the written board score. The resident with a low in-training examination score is at risk for poor performance on the written board examination and may benefit from remedial training.