Background: Correlation has been found between the US Medical Licensing Examination (USMLE) Step 1 examination results and anesthesiology resident success on American Board of Anesthesiology (ABA) examinations. In 2014, the ABA instituted the BASIC examination at the end of the postgraduate year-2 year. We hypothesized a similar predictive value of USMLE scores on BASIC examination success.
Methods: After the Committee for the Protection of Human Subjects at UTHealth Institutional Review Board approved and waived written consent, we retrospectively evaluated USMLE Step examination performance on first-time BASIC examination success in a single academic department from 2014-2018.
Results: Over 5 years, 120 residents took the ABA BASIC examination and 108 (90%) passed on the first attempt. Ten of 12 first-time failures were successful on repeat examination but analyzed in the failure group. Complete data was available for 92 residents (76.7%), with absent scores primarily reflecting osteopathic graduates who completed Comprehensive Osteopathic Medical Licensing Examination of the United States level examinations rather than USMLE. In the failure cohort, all 3 USMLE examination step scores were lower (P < .02). USMLE Step 1 score independently predicted success on the BASIC examination (odds ratio [OR] 1.11, 95% confidence interval [CI] 1.05-1.17, P < .001). Although USMLE Step 2 score predicted BASIC examination success (OR 1.10, 95% CI 1.04-1.18, P = .001), this did not remain after adjustment for Step 1 score using multiple logistic regression (P = .11). In multivariable logistical regression, first clinical anesthesia in-training examination score and USMLE Step 1 score were significant for predictors of success on the BASIC exam.
Conclusions: In anesthesiology residency training, our preliminary single-center data is the first to suggest that USMLE Step 1 performance could be used as a predictor of success on the recently introduced ABA BASIC Examination. These findings do not support recent action to change USMLE scoring to a pass/fail report.
Background: The initial weeks of clinical anesthesiology are a formative period for new residents. Trainees may be clinically educated by a variety of individuals, and introductory didactic structure likely differs between institutions. This study was undertaken to define current orientation practices in US anesthesiology residency programs.
Methods: A survey was created using Qualtrics© software and distributed to all US anesthesiology residency program directors through the Society of Academic Associations of Anesthesiology & Perioperative Medicine email newsletter and through direct email to program directors.
Results: Fifty-six unique survey responses were received of 156 total programs. Eighty-nine percent of programs with an integrated intern year begin anesthesia-related orientation before the first year of clinical anesthesiology. Sixty-three percent of programs pair trainees with more than one specific individual during orientation. Programs most frequently pair trainees with anesthesiologists (75%) and/or senior residents (70%). Forty-six percent maintain this pairing for 4 weeks and 30% for 6 weeks or longer. Forty-three percent provide education on teaching practices to trainers. Introductory didactics last a median of 30 hours. Programs may blend lectures, simulations/workshops, digital content, problem-based learning, pocket references, and/or checklists into a cohesive introductory curriculum. Fifty-six percent begin call responsibilities in the sixth week of orientation or later.
Conclusions: Orientation practices for clinical anesthesia training vary across residency programs in the United States. We hope this information will help program directors compare their orientation practices to other programs and identify best practices and potentially useful variations.
Background: In-training examinations (ITEs) are commonly used by residency programs to measure competency in their respective fields. It has been demonstrated that success on the ITE is correlated to First Time Pass Rate (FTPR) on the boards. Therefore, it is important to motivate residents to perform well on these exams. Previous studies indicate positive incentivization may contribute to improvement on examinations. The objective of our study was to determine whether introduction of a positive incentive could improve resident performance on the ITE and/or FTPR on the advanced certifying exam.
Methods: A positive incentive was introduced in 2017 (certificate of commendation, curriculum vitae honor, public recognition, and $500 in their books/travel allowance) to residents who achieved the target score on the ITE (80th percentile). A survey was then provided to these residents to determine which incentives contributed most to their motivation.
Results: Before the incentivization, 21 (15.1%) of the previous 149 senior residents reached the target score on the annual ITE. After incentivization, this improved to 28 (30.9%) of 81 (P = .0056). The FTPR on the advanced certifying exam was 90% before incentivization and 97.6% after (P = .14). The survey found that the primary motivators were extra funding, honor on their curriculum vitae, and public recognition.
Conclusions: We found that our residents had significant improvements on the annual ITE after the introduction of positive incentives. This incentivization may be easily implemented by program directors in their respective medical residencies to increase examination performance.
Background: Wellness among resident physicians is important to their well-being and ability to provide clinical care. The relationship between physical activity and wellness among anesthesia residents has not yet been evaluated. We surveyed anesthesia residents to evaluate their levels of physical activity and self-perceived wellness scores. We hypothesized that residents with high self-reported physical activity levels would be more likely to have higher wellness scores.
Methods: Three hundred and twenty-three anesthesia residents were invited to participate in this cross-sectional survey study. The survey included questions regarding demographics (age, gender, clinical anesthesia year, work hours), physical activity (based off the US Department of Health and Human Services [USDHHS] guidelines), and wellness (using the Satisfaction With Life Scale). The relationship between wellness and physical activity levels was evaluated.
Results: One hundred forty-one residents responded (43.6% response rate). Thirty-eight (27.1%) residents met our activity threshold for physically active. Eighty-six respondents (61.4%) were classified as having high wellness based on their survey answers. No significant associations were found between demographic data and wellness, including age or clinical anesthesia training year. Among those residents who described physical activity consistent with USDHHS guidelines, 29 (76.3%) had high wellness scores. After logistic regression analysis, residents who achieved the physical activity guidelines were more likely to have high wellness scores (odds ratio 2.54, 95% confidence interval 1.13-6.20, P value .03).
Conclusions: Anesthesia resident physicians with high physical activity levels had higher self-perceived wellness scores.
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