INTRODUCTION: The Council on Resident Education in Obstetrics and Gynecology (CREOG) is an objective measurement of medical knowledge. A score below 200 may identify those at risk for failing the American Board of Obstetrics and Gynecology (ABOG) Qualifying Exam. The aim of this study is to evaluate if there is a correlation between the Step 1, 2 (CK) and CREOG scores collectively with the passage of the ABOG Qualifying Exam on the first attempt and to identify a threshold score for passage. METHODS: IRB approval was waived and data collected from twenty-seven residents over a ten year period. For each resident, the STEP 1, STEP 2, annual CREOG scores and self-reported passage of the ABOG Qualifying Exam were collected. Residents with missing data (n=2) were excluded. Simple logistic regression was used to investigate the effect of a single test score on predicting the likelihood of pass or fail on the ABOG Qualifying Examination. The associations between the examinations were evaluated using Spearman's rank correlation coefficient. RESULTS: USMLE Step 1 and Step 2 examinations had no significant effect on the outcome of the ABOG Qualifying examination (P<0.125 and P<0.544) respectively. PGY2 was a better predictor when compared to the PGY1 scores (P<.079) vs (P<.611). The mean score was 178.444 for PGY 3 and was the most significant factor in predicting passage or failure of the Qualifying Examination (P<.031). CONCLUSION: A score of 170 or higher on the last two years of residency might be a good indicator of success on the ABOG Qualifying Examination.
INTRODUCTION: The Robert Wood Johnson Foundation Center for Health Policy (RWJF-CHP) at Meharry Medical College (MMC) partnered with a local high school to create a pipeline program that trains minority students enrolled in the Community Health Academy (CHA). The program provided clinical training to successfully pass the certified clinical medical assistant (CCMA) exam that allows trained professionals to perform clinical duties and assist providers in the healthcare setting. It is expected that these students will enroll in an undergraduate institution affiliated with MMC and ultimately matriculate into one of MMC's Professional Schools. METHODS: Twenty-five students were selected from 100 applicants by the CHA committee to participate in the one year pilot study. Students submitted resumes, personal statements, and were interviewed. Parental consents were obtained. The RWJF-CHP implemented clinical and educational training which included Science Symposiums, Clinical Internships, Medical Simulation Training, and Tutoring by Meharry faculty, residents, and students. RESULTS: Prior to 2017, 25/25 took the CCMA exam and did not pass it. In 2018, 20/25 passed the exam on their first attempt. The current passage rate for students after implementation of this pilot pipeline program for one year was 80%. CONCLUSION: Through this pipeline opportunity, students learned clinical skills and earned a certification necessary to work in the medical field. This project demonstrated that the pipeline model is effective in increasing minorities in the healthcare field. Further implications are to expand the model to include other high schools in the Nashville area.
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