Use of Board Certification and Recertification of Pediatricians in Health Plan Credentialing Policies

Freed, Gary L.; Singer, Dianne; Lakhani, Indu; Wheeler, John R. C.; Stockman, J.A.

doi:10.1001/jama.295.8.913

Cited by 18 publications

(10 citation statements)

References 15 publications

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“…ABMS-member-board certification is currently among the criteria used by health maintenance organizations, hospitals, and health-insurance plans in evaluating physicians who wish to obtain privileges or join provider organizations, 7,12 by medical school promotions committees in evaluating physician faculty members for promotion and tenure, 13,14 and by the Accreditation Council for Graduate Medical Education (ACGME) in selection of physicians to serve as graduate medical education (GME) program directors and residency review committees members. 15,16 Thus, ABMS-member-board certification is emerging as a de facto requirement for the full participation of physicians in the US healthcare system, and non-board-certified physicians comprise an increasingly marginalized group.…”

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confidence: 99%

Factors Associated With American Board of Medical Specialties Member Board Certification Among US Medical School Graduates

Jeffe¹,

Andriole²

2011

JAMA

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Context Certification by an American Board of Medical Specialties (ABMS) member board is emerging as a measure of physician quality. Objective To identify demographic and educational factors associated with ABMS-member-board certification of US medical graduates. Design, Setting, Participants Retrospective study of a national cohort of 1997–2000 US medical graduates, grouped by specialty choice at graduation and followed up through March 2, 2009. In separate multivariable logistic regression models for each specialty category, factors associated with ABMS-member-board certification were identified. Main Outcome Measure ABMS-member-board certification Results Of 42 440 graduates in the study sample, 37 054 (87.3%) were board certified. Graduates in all specialty categories with first-attempt passing scores in the highest tertile (vs first-attempt failing scores) on US Medical Licensing Examination Step 2 Clinical Knowledge were more likely to be board certified; adjusted odds ratios (aOR) varied by specialty category with the lowest odds for emergency medicine (87.4% vs 73.6%; aOR, 1.82; 95% confidence interval [CI], 1.03–3.20) and highest odds for radiology (98.1% vs 74.9%; aOR, 13.19; 95% CI, 5.55–31.32). In each specialty category except family medicine, graduates self-identified as underrepresented racial/ethnic minorities (vs white) were less likely to be board certified, ranging from 83.5% vs 95.6% in the pediatrics category (aOR, 0.44; 95% CI, 0.33–0.58) to 71.5% vs 83.7% in the other non-generalist specialties category (aOR, 0.79; 95% CI, 0.64–0.96). With each $50 000 unit increase in debt (vs no debt), graduates choosing obstetrics/gynecology were less likely to be board certified (aOR, 0.89; 95% CI, 0.83–0.96), and graduates choosing family medicine were more likely to be board certified (aOR 1.13; 95% CI, 1.01–1.26). Conclusion Demographic and educational factors were associated with board certification among US medical graduates in every specialty category examined; findings varied among specialty categories.

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confidence: 99%

Factors Associated With American Board of Medical Specialties Member Board Certification Among US Medical School Graduates

Jeffe¹,

Andriole²

2011

JAMA

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“…6 Unlike licensure, most hospitals and health care plans do not require board certification for privileging and credentialing. 14,15 Appointment committees may realize that the evidence linking certification with higher quality is limited 13 and that the knowledge it reflects is only one component of high-quality care. 16 Moreover, the medieval conflict between the benefits of standards enforced by the European craft guilds vs those of free market entry 6 is still evident today, as required certification can limit patient access to health care.…”

Section: The Drivers Of Dishonest Behaviormentioning

confidence: 99%

Trust in Residents and Board Examinations: When Sharing Crosses the Boundary

Ruhnke

Doukas

2013

Mayo Clinic Proceedings

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“…(14) These competencies begin early in medical education and are recognized by the Accreditation Council for Graduate Medical Education (ACGME) in the educational outcomes project for all residency training programs. Increased attention by public and regulatory agencies regarding patient safety and quality of care likely will result in greater emphasis on quality assessments in physician credentialing by health plans (16) and are likely to affect hospital "privileging" processes. (15) In contrast to traditional CME, ongoing CPD in daily practice can be enhanced by self-reflection, resource navigation and searching, and self-assessments.…”

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confidence: 99%

Learning in Practice and Maintaining Certification in Pediatrics

Kind¹,

Benjamin²,

Parboosingh³

et al. 2007

Pediatrics in Review

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IntroductionAs the 21st century unfolds, a broader, more comprehensive program for maintaining certification has been created for pediatricians that includes the concept of lifelong learning with dynamic self-assessments in a clinical context. (1) It is called the Program for Maintenance of Certification in Pediatrics (PMCP ® ), and pediatricians will be asked by the American Board of Pediatrics (ABP) to comply with all of the specific requirements of this program starting in 2010. (2) Pediatricians can work toward meeting the requirements for maintaining certification through their learning in practice. Questions arise every day in clinical practice that should stimulate learning and foster professional development.(3) These questions establish a basis for personal learning, which benefits the practitioner while ultimately improving patient care. Adult learners each bring different experiences and motivations to their professional development needs and create their own blend of lifelong learning opportunities and preferences.The purpose of this article is to explore the evolution and importance of the concept of self-directed continuous professional development (CPD) and the link to maintenance of certification (MOC) as it fits within the context of real-time clinical pediatric practice. Adult Learning and a Shift to CPDAlthough physicians enter and complete medical school during a finite time period, they continue as students of medicine throughout their careers. (4) In a study of medical oaths from the first century to present day, fewer than half of those analyzed included a commitment to lifelong learning, and most that did incorporate this commitment were not emphasized in medical schools. (5) The recent calls for reform in the certification process and the shift from continuing medical education (CME) to CPD are driven by a need for lifelong learning as well as the importance of factors such as patient safety, clinician professionalism, and ensuring clinical competence. (6) The changing health-care environment, new demands of clinical practice, advances in research, and new educational needs coupled with expanded learning methods have paved the way for a change in CME. The shift from traditional CME to CPD is based on concepts of adult learning, termed andragogy, as described by Knowles and associates. (7) Adults learn best when learning is based on experience and is self-directed. Adults approach learning as problem-solving and are most interested in learning that which has immediate relevance to their jobs or lives (topics of immediate value).Organizing pediatric education to meet the needs of infants, children, adolescents and young adults in the 21st century. Pediatrics. 2000;105:163-212 20. Choudhry NK, Fletcher RH, Soumerai SB. Systematic review: the relationship between clinical experience and quality of health care. Ann Intern Med. 2005;142:260 -273 21. Bethell C, Reuland CH, Halfon N, Schor EL. Measuring the quality of preventive and developmental services for young children: national estim...

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Use of Board Certification and Recertification of Pediatricians in Health Plan Credentialing Policies

Cited by 18 publications

References 15 publications

Factors Associated With American Board of Medical Specialties Member Board Certification Among US Medical School Graduates

Factors Associated With American Board of Medical Specialties Member Board Certification Among US Medical School Graduates

Trust in Residents and Board Examinations: When Sharing Crosses the Boundary

Learning in Practice and Maintaining Certification in Pediatrics

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