American Board of Anesthesiology Mock Standardized Oral Examination Faculty Development Workshop

• DOI: 10.15766/mep_2374-8265.11173
• Publication Date: 2021-07-29T04:00:08Z
• Authors: Lauryn R. Rochlen; Derek T. Woodrum; Lara Zisblatt
• Keywords: Oral examination; Faculty Development

OPEN ACCESSJuly 29, 2021American Board of Anesthesiology Mock Standardized Oral Examination Faculty Development Workshop Lauryn R. Rochlen, MD, Derek T. Woodrum, Lara Zisblatt, EdD, MA, PMME MD https://orcid.org/0000-0003-0273-4799 Clinical Associate Professor, Department Anesthesiology, University Michigan Medical School E-mail Address: [email protected] , Education Specialist, https://doi.org/10.15766/mep_2374-8265.11173 SectionsAboutAbstractPDF ToolsDownload Citations ShareFacebookTwitterEmail Abstract Introduction: Preparation for oral board examination is an important part residency training. programs provide mock exams their trainees, but often, faculty have little guidance on the conduct these exams. We describe a development workshop anesthesiology to enhance familiarity with American (SOE). Methods: created administer live audience. The session consisted didactic and practical components. A one-page tip sheet was also included distribute all administering SOEs, review reference prior exam. residents were surveyed before after session. Results: Eleven participated in Eighty-two percent (nine 11) committed making change way they delivered SOE as result attending Fifty-eight (32 55) who responded postintervention survey reported that used subsequent SOE. Residents described improvement clarity organization feedback following intervention. Discussion: members play vital role preparing certification. It therefore are appropriately oriented goals After taking this workshop, will be more likely adapt examiner style focus ABA-defined examinee attributes Educational Objectives By end activity, learners able to: 1.Describe format APPLIED Examination.2.Administer by emphasizing decision-making, organization, adaptability, application knowledge.3.Deliver appropriate resident at examination. Introduction certification (ABA) allows anesthesiologist demonstrate competency often required employment opportunities.1 ABA continues maintain three-part process, consisting two written examinations multicomponent known latter taken completion (or graduate medical training) consists parts: (SOE) Objective Structured Examination. training must obtain >70% rate accreditation through Accreditation Council Graduate Medicine Education.2 In recent published Isaak colleagues, 91% responding agreed program responsible trainees process.2 same survey, 100% indicated provided preparation SOEs (mSOEs). What not currently understood how terms frequency, preparation, assessment, feedback. mSOE one institution detailed article Schubert colleagues 1999.3 study attended annual in-service about practice Each would receive briefing packet few days exam administration. follow-up initial study, team show consistent interrater reliability evaluations well validity assessment tool.4 Our alone having no formal education or process participate program, nor do we method assess conducted needs 148 our Preintervention Survey found 64% (14 22) answered had reviewed relevant information 23% (five considered themselves only slightly familiar At institution, examiners trained As result, been create share experience mSOEs. Therefore, goal MedEdPORTAL resource detail understanding help standardize given performance mSOE. All within publication concerning line publicly available from ABA. This associated materials purely intended educational purposes. evaluation form widely many institutions referenced article.3 responsibility content submission lies authors There other publications resources workshops relating prepartion.5–7 novel it focused topic mSOEs specialty helpful wanting focused. Methods clinical expected administration five each year. To train properly administer, assess, feedback, evening scheduled. participating invited attend workshop. Authors Rochlen Woodrum serve developed order expertise department. improve awareness structure, increase assessed SOE, quality consistency administered exams, process. addition, highlighted main points distributed allow broader reach (Appendix A: Tip Sheet). involved graduates parts, lasted 1 hour, took place conference room access computer projector. set up follows: •Part 1. Didactic (30 minutes; Appendix B: Part Slide Presentation): covered basic components established form, which based grading years department, structure material. Most very C: 2 Script, Stem, Questions & Evaluation).•Part 2. Role-play facilitators Evaluation). Facilitator Guide D) contained details running E Outcomes Assessment Evaluation Since activity aimed faculty, outcomes model Moore, Green, Gallis8 effectiveness intervention most commonly continuing education. Using model, tools curriculum's ability achieve level outcome. These assessing participation, satisfaction, self-assessed knowledge competency, self-reported changes practice, residents. specialist (author Zisblatt) doctorate certificate evaluation. surveys then tested respondents. cognitive interviewing, recommendations gathered, made survey. F: G: Postintervention Survey) sent email inviting them link brief collect baseline data preintervention participants regardless intent demographics, mSOE, methods delivery type(s) every received asking experiences, whether and/or sheet, tried different technique conducting Resident H: I: Before day. post–faculty era, asked complete Survey. Statistical Analysis Comparison proportions calculated using MEDCALC (MedCalc Software, 2019) determine if participation initiative correlated competence, attitudes, behavior. Because research met exemption standards (established settings, normal without impact students teachers, personal information), did require full institutional board. Results evaluate session, followed Gallis expanded framework activities.8 Per knowledge, performance, observed receiving Participation out 55 Surveys completed. showed 58% completed Sheet Satisfaction Of (11 said satisfied 82% reporting extremely it. over 90% felt objectives fully met. Commitment Change Practice For example, discussed focusing much, three putting under assessment. importance leaving time probing questions. Self-Reported Competence Attitudes competence analyzed ways. looked percentage strongly statements designed attitudes toward sheet. First, difference results (n = versus 55). categories, higher favorable Figure shows those postintervention. Percentage Abbreviation: saw (attended sheet) agree perceived specific results. initiative. Changes eligible mSOEs, ever date question ensure submit people already postsurvey again even than once during 6-month period Over next 6 months, held sessions, total 142 right months. time, conducted, being Fifty-five respondents, 10 while 32 (those may 13 any When anything administered, 50% (21 42) least trying something different, 8% (one 12) (not question). chi-square test independence performed examine relation between interventions likelihood make practice. variables significant (χ2 7.4, p .0065). either reviewing self-report (Figure 3). 3. Number yes questions Common following: •Asked thought "why" (six respondents).•Fewer cues, less teaching (four respondents).•Made (three respondents).•No facial respondents). Some direct quotes •"Didn't read verbatim sheet."•"Using common candidate problems solutions helped identify resident's pattern answering suggested approach styles. Review tips allowed me my testing quicker efficiently before."•"Did ask 'what potassium you proceed with' instead scenario where someone 'accidentally pushed succinylcholine' renal failure patient EKG changes. Then lower potassium:)"•"With word answers—yes no—I why encourage elaborate. If wanted further tests, I management. And when struggled, said, 'let's move on.' quite helpful." Resident-Reported While there differences answers Survey, 43% (31 72) maybe noticed 25 comments total. categories themes. Comments itself (three) (20). (In additional fit dichotomy, misinterpreted oral.) One category concerned comment. comment comments), (15), logistics (two). themes related complexity difficulty exam; instance, "The stem complex patient, opinion." spoke better given. mentioned doing •Asking often: ○"More push-back alternatives care justify choices."○"Pushed confidence answers."•Focusing prompting: ○"Less prompting, helps residency."○"Examiner let talk until stopped give cues saying correct info path."•Providing feedback: ○"Great explanation real go, examples can improve."○"More stylistic elements (organizing thoughts, rambling, etc.)." 4 diagram subcategories qualitative analysis comments. 4. Diagram Discussion assist examiners. member in-person summarized key discussion institution. multiple revealed objectives. majority participation. stated four major attributes. leave small proportion plan hold sessions future engage unable attend. overall creating prepare meaningful learned hesitant due anxiety around knowledge. should improved comfort what continued reiterate teaching.4 Based evaluating emphasized important.3 providing trainee offering suggestions improvement. instructed teach difficult concept understand. reinforce concept. Ultimately, might change, hopeful positive report They noted surrounding With repeated reminders hope see larger effect Introduction, proprietary included. modeled previously forms.3 shared purposes, financial incentives, guidelines resource. Lessons include •The extended workshop.•Participants opportunities techniques workshop.•Common misconceptions included: ○Focusing too much questions.○Asking yes-or-no pointed pertain stem.○Teaching letting go whole end. limitation project number presurvey. fact opportunity presurvey completing scheduled anonymous, us pair responses, comparisons. know individual because lack documentation kept However, drew conclusions independently. noticing denoted relying comparison data. Also, instances comparisons pre- statistically significant, implications rating greater suggest buy-in inability match allowing directly name believed member, honest overrepresentation could biased period. led underrepresentation noticed, since first experienced report. utilized diluted collected resulted behaviors retention learning effects administrations. Passing crucial achieving primary anesthesiology. such this, best practices trainees. References1. Culley DJ, Sun H, Harman AE, Warner DO. Perceived value Maintenance Certification (MOCA). J Clin Anesth. 2013;25(1):12–19. https://doi.org/10.1016/j.jclinane.2012.09.001Medline, Google Scholar2. RS, Chen F, Arora Martinelli SM, Zvara DA, Stiegler MP. descriptive simulation programs: new examination?Anesth Analg. 2017;125(3):991–998. https://doi.org/10.1213/ANE.0000000000002189Medline, Scholar3. A, Tetzlaff JE, Licina M, Mascha E, Smith Organization comprehensive program: planning, startup, administration, growth, 1999;11(6):504–518. https://doi.org/10.1016/S0952-8180(99)00085-9Medline, Scholar4. Tan Ryckman JV, E. Consistency, inter-rater reliability, 441 consecutive anesthesiology: use tool Anesthesiology. 1999;91(1):288–298. https://doi.org/10.1097/00000542-199907000-00037Medline, Scholar5. Saeed S, Quock R, Lott J, Kashani N, Woodall W. Building resilience wellness: MedEdPORTAL. 2017;13:10629. https://doi.org/10.15766/mep_2374-8265.10629Medline, Scholar6. Servey Wyrick K. Teaching precepting: role-play. 2018;14:10718. https://doi.org/10.15766/mep_2374-8265.10718Medline, Scholar7. Loyal Porto Camenga D. Creating junior professional development: kit. 2018;14:10703. https://doi.org/10.15766/mep_2374-8265.10703Medline, Scholar8. Moore DE, Green JS, HA. Achieving desired outcomes: integrating planning throughout activities. Contin Educ Health Prof. 2009;29(1):1–15. https://doi.org/10.1002/chp.20001Medline, Scholar Sign latest Add your below APPENDICESReferencesRelatedDetailsAppendices Sheet.pdf Presentation.pptx Evaluation.docx Guide.docx Survey.docx appendices peer integral parts Original Publication. Download Copyright Permissions© 2021 et al. open-access Creative Commons Attribution license.KeywordsFaculty DevelopmentAnesthesiologyOral PreparationStandardized ExaminationABA CertificationCertificationLicensureDisclosures None Funding/Support Ethical Approval Reported applicable. Loading ...