improving abim pass rates
DESCRIPTION
Improving ABIM Pass Rates. Group 1. Faculty Mentor: Dr. Bindu Swaroop. Arpna Patel Shyam Rao Michael Eskander Farid Jalali Yung Lyou Betsy Lin. FOCUS. F – finding the problem O – organize resources C – clarify goals U – understand objectives S – select a plan. - PowerPoint PPT PresentationTRANSCRIPT
Improving ABIM Pass Rates
ARPNA PATELSHYAM RAO MICHAEL ESKANDERFARID JALALIYUNG LYOUBETSY LIN
Group 1
FACULTY MENTOR: DR. BINDU SWAROOP
FOCUS
• F – finding the problem • O – organize resources• C – clarify goals • U – understand objectives • S – select a plan
BACKGROUND
Scheduling restraints Little preparedness for ABIM boards
Board pass rates lowered
2012-2013 PGY-3 SCHEDULE
Average # of inpatient blocks:
Overall: 9
In the 2nd half of the academic year: 4
In the last three months: 2
FINDING THE PROBLEM
• Board pass rates are falling
How do we fix it?
PARTIES AND RESOURCES INVOLVED
• Norma Hardgrove – collect ITE scores for last 3 years
• Dr. Swaroop – collect ABIM board scores
• Chief Residents – organize an intervention
• Residents – respond to intervention
CLARIFY GOALS
• Improving board pass rate• But was it possible?
• Improving resident knowledge and preparedness
• Resident-driven
• Active learning
UNDERSTANDING OBSTRUCTION
• Finding an intervention that would be feasible for busy residents and also promote active learning
• Getting residents to participate in the intervention
• Implementing an intervention with the time constraints of the project
OPPORTUNITY STATEMENT
• An opportunity exists to improve ABIM board scores
• The process should be improved because board score and the pass rate affect both residents and the program
• We will know our project has been successful when we see an improvement in resident knowledge, study skills, and eventually improvement in board pass rate
SELECT A PLAN
• We brainstormed different intervention options including: – Digital MKSAP reviewed by clinic attendings
SELECT A PLAN
• We brainstormed different intervention options including: – Digital MKSAP reviewed by clinic attendings
– Changing resident schedule during 3rd year
SELECT A PLAN
• We brainstormed different intervention options including: – Digital MKSAP reviewed by clinic attendings
– Changing resident schedule during 3rd year
– Targeting specific residents who would benefit the most from additional board review practice
SELECT A PLAN
• We brainstormed different intervention options including: – Digital MKSAP reviewed by clinic attendings
– Changing resident schedule during 3rd year
– Targeting specific residents who would benefit the most from additional board review practice
– Changing board review format
SELECT A PLAN
• Based on group consensus we decided on a final project:
• Introducing changes to Friday Academy to change to a resident-driven session
PDCA
• Plan • Do • Check • Act
FRIDAY ACADEMY
• 3 hour protected time for residents on outpatient, elective, and research blocks
FRIDAY ACADEMY
• 3 hour protected time for residents on outpatient, elective, and research blocks
• Consists of 3 major parts
• Board review: A. 8-10 questions selected by Chief ResidentsB. Led by chief residentsC. Audience participation in answering questions
HOW IMPORTANT IS THE FRIDAY ACADEMY BOARD REVIEW TO DIDACTIC EXPERIENCE?
FRIDAY ACADEMY
• Resident driven topic selection
FRIDAY ACADEMY
• Resident driven topic selection• Promote studying of selected topic
FRIDAY ACADEMY
• Resident driven topic selection• Promote studying of selected topic• Non-intimidating environment
FRIDAY ACADEMY
• Resident driven topic selection• Promote studying of selected topic• Non-intimidating environment• Monitored attendance
FRIDAY ACADEMY
• Resident driven topic selection• Promote studying of selected topic• Non-intimidating environment• Monitored attendance • Widespread learning
FRIDAY ACADEMY
• Resident driven topic selection• Promote studying of selected topic• Non-intimidating environment• Monitored attendance • Widespread learning
• ACTIVE learning
PLAN
• Information gathering
• Post-intervention survey
INFORMATION GATHERING
DO
• Discussed with PD and chief residents regarding implementation of this idea
DO
• Discussed with PD and chief residents regarding implementation of this idea
• Designed the post-intervention survey
DO
• Discussed with PD and chief residents regarding implementation of this idea
• Designed the post-intervention survey
• Started asking residents to present board review during Friday Academy
CHECK
• 74% improvement in “overall experience”
CHECK
• 74% improvement in “overall experience”
• 52% improvement in “preparedness for ITE and board exams”• True Preparedness = ?
CHECK
• 74% improvement in “overall experience”
• 52% improvement in “preparedness for ITE and board exams”• True Preparedness = ?
• 44% improvement in “understanding of the topic and questions”
59%37%70%56%44%
44%55%66%
52%41%78%59%74%
DO YOU LIKE THE NEW APPROACH OF RESIDENT-DRIVEN BOARD REVIEW?
HAVE YOU ATTENDED AT LEAST ONE SESSION OF THE NEW RESIDENT-DRIVEN BOARD REVIEW?
ACT
• Overall improvement in the Board Review experience for residents• Improved knowledge• Improved preparedness for ITE, ABIM
boards
• Permanent Addition• Sustainability
• Mandatory during certain blocks
REFLECT
• Ambitious idea
• Time constraints
• Data gathering• Subjective• Resident involvement
Question ?
THANK YOU TO ALL RESIDENTS, CHIEFS, AND PROGRAM DIRECTOR FOR PARTICIPATING IN THIS
EFFORT.
THANK YOU FOR YOUR ATTENTION.