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National Board of Osteopathic Medical Examiners

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https://www.readbyqxmd.com/read/27254014/the-predictive-validity-of-the-national-board-of-osteopathic-medical-examiners-comlex-usa-examinations-with-regard-to-outcomes-on-american-board-of-family-medicine-examinations
#1
Thomas R O'Neill, Michael R Peabody, Hao Song
PURPOSE: To examine the predictive validity of the National Board of Osteopathic Medical Examiners' Comprehensive Osteopathic Medical Licensing Examination of the United States of America (COMLEX-USA) series with regard to the American Board of Family Medicine's (ABFM's) In-Training Examination (ITE) and Maintenance of Certification for Family Physicians (MC-FP) Examination. METHOD: A repeated-measures design was employed, using test scores across seven levels of training for 1,023 DOs who took the MC-FP for the first time between April 2012 and November 2014 and for whom the ABFM had ITE scores for each of their residency years...
May 31, 2016: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/27214776/osteopathic-manipulative-treatment-technique-scores-on-the-comlex-usa-level-2-pe-an-analysis-of-the-skills-assessed
#2
Larissa L Smith, Wei Xu, Jeanne M Sandella, Dennis J Dowling
CONTEXT: The National Board of Osteopathic Medical Examiners uses the Osteopathic Manipulative Treatment (OMT) Global Rating Tool to score candidate performance in OMT during standardized patient encounters. To the authors' knowledge, no validity research has been published on the underlying constructs measured by this instrument to date. OBJECTIVE: To evaluate whether the OMT Global Rating Tool measures 1 holistic skill or multiple skill sets. METHODS: Structural equation models were fit to data from first-time test-takers who took the Comprehensive Osteopathic Medical Licensing Examination-USA Level 2-Performance Evaluation (COMLEX-USA Level 2-PE) between July 7, 2014, and April 30, 2015...
June 1, 2016: Journal of the American Osteopathic Association
https://www.readbyqxmd.com/read/25830578/comparison-of-comlex-usa-scores-medical-school-performance-and-preadmission-variables-between-women-and-men
#3
Donna Dixon
CONTEXT: Previous studies by the author showed differences in preadmission variables and Comprehensive Osteopathic Medical Licensing Examination-USA (COMLEX-USA) scores between women and men at the New York Institute of Technology College of Osteopathic Medicine (NYIT-COM). It is pertinent to reexamine the preadmission variables, medical school performance, and COMLEX-USA scores of women and men to determine whether these differences still exist. OBJECTIVE: To examine the relationship between student sex and performance on COMLEX-USA Level 1 and Level 2-Cognitive Evaluation (CE), performance during medical school, and preadmission academic variables at NYIT-COM...
April 2015: Journal of the American Osteopathic Association
https://www.readbyqxmd.com/read/24696749/correlation-of-the-emergency-medicine-resident-in-service-examination-with-the-american-osteopathic-board-of-emergency-medicine-part-i
#4
David Levy, Ronald Dvorkin, Adam Schwartz, Steven Zimmerman, Feiming Li
INTRODUCTION: Eligible residents during their fourth postgraduate year (PGY-4) of emergency medicine (EM) residency training who seek specialty board certification in emergency medicine may take the American Osteopathic Board of Emergency Medicine (AOBEM) Part 1 Board Certifying Examination (AOBEM Part 1). All residents enrolled in an osteopathic EM residency training program are required to take the EM Resident In-service Examination (RISE) annually. Our aim was to correlate resident performance on the RISE with performance on the AOBEM Part 1...
February 2014: Western Journal of Emergency Medicine
https://www.readbyqxmd.com/read/24677464/consistency-of-interrater-scoring-of-student-performances-of-osteopathic-manipulative-treatment-on-comlex-usa-level-2-pe
#5
COMPARATIVE STUDY
Jeanne M Sandella, Larissa A Smith, Dennis J Dowling
CONTEXT: Assessment of osteopathic manipulative treatment (OMT) is included in the National Board of Osteopathic Medical Examiners' Comprehensive Osteopathic Medical Licensing Examination-USA Level 2-Performance Evaluation (COMLEX-USA Level 2-PE). The scores earned for OMT should be equivalent among all raters regardless of which technique is scored or which rater is scoring the performance. As a quality assurance measure, selected examination dates and the encounters within the administration of COMLEX-USA Level 2-PE are scored by 2 raters: first by a "live" rater and next by a quality assurance rater...
April 2014: Journal of the American Osteopathic Association
https://www.readbyqxmd.com/read/24578773/should-osteopathic-students-applying-to-allopathic-emergency-medicine-programs-take-the-usmle-exam
#6
Moshe Weizberg, Dara Kass, Abbas Husain, Jennifer Cohen, Barry Hahn
INTRODUCTION: Board scores are an important aspect of an emergency medicine (EM) residency application. Residency directors use these standardized tests to objectively evaluate an applicant's potential and help decide whether to interview a candidate. While allopathic (MD) students take the United States Medical Licensing Examination (USMLE), osteopathic (DO) students take the Comprehensive Osteopathic Medical Licensing Examination (COMLEX). It is difficult to compare these scores. Previous literature proposed an equation to predict USMLE based on COMLEX...
February 2014: Western Journal of Emergency Medicine
https://www.readbyqxmd.com/read/24280841/the-integration-of-the-spirituality-in-medicine-curriculum-into-the-osteopathic-communication-curriculum-at-kansas-city-university-of-medicine-and-biosciences
#7
Jan A Talley, Richard Magie
With grant funding from the John Templeton Spirituality and Medicine Curricular Award to the George Washington Institute for Spirituality and Health, faculty at Kansas City University of Medicine and Biosciences (KCUMB) developed the "Spirituality in Medicine" curriculum. In developing the curriculum, faculty took into consideration competencies required by the Association of American Medical Colleges and qualitative results from surveys of medical school applicants and enrolled students. Strategies for curriculum delivery included lectures, panel discussions, role-playing, and training in the use of a spirituality assessment tool...
January 2014: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/23035996/an-evaluation-of-cost-and-appropriateness-of-care-as-recommended-by-candidates-on-a-national-clinical-skills-examination
#8
Jeanne M Sandella, John R Boulet, Erik E Langenau
BACKGROUND: The National Board of Osteopathic Medical Examiners administers the COMLEX-USA Level 2-PE, an assessment of clinical skills of osteopathic medical students. This evaluation includes developing a patient care plan. PURPOSE: Based on one simulated case, we investigated the appropriateness and cost of care and quantified their relationship to performance. METHODS: Four hundred sixty-seven postencounter notes were coded for appropriateness using expert physician judgments and for cost of care using Centers for Medicare and Medicaid Services data...
2012: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/21803879/pass-fail-patterns-of-candidates-who-failed-comlex-usa-level-2-pe-because-of-misrepresentation-of-clinical-findings-on-postencounter-notes
#9
Erik E Langenau, Jeanne M Sandella
CONTEXT: In 2007, The National Board of Osteopathic Medical Examiners (NBOME) instituted a policy to address the accuracy and integrity of postencounter written documentation recorded during the Comprehensive Osteopathic Medical Licensing Examination Level 2-Performance Evaluation (COMLEX-USA Level 2-PE). This policy was instituted not only to protect the integrity of the examination, but also to highlight that overdocumentation of clinical findings not obtained during patient encounters may jeopardize patient safety...
July 2011: Journal of the American Osteopathic Association
https://www.readbyqxmd.com/read/21771926/competency-based-classification-of-comlex-usa-cognitive-examination-test-items
#10
Erik Langenau, Gina Pugliano, William Roberts
CONTEXT: The Comprehensive Osteopathic Medical Licensing Examination-USA (COMLEX-USA) currently assesses osteopathic medical knowledge via a series of 3 progressive cognitive examinations and 1 clinical skills assessment. In 2009, the National Board of Osteopathic Medical Examiners created the Fundamental Osteopathic Medical Competencies (FOMC) document to outline the essential competencies required for the practice of osteopathic medicine. OBJECTIVES: To measure the distribution and extent to which cognitive examination items of the current series of COMLEX-USA assess knowledge of each of the medical competencies included in the FOMC document...
June 2011: Journal of the American Osteopathic Association
https://www.readbyqxmd.com/read/21464262/impact-of-osteopathic-manipulative-treatment-on-secretory-immunoglobulin-a-levels-in-a-stressed-population
#11
RANDOMIZED CONTROLLED TRIAL
Gregory Saggio, Salvatore Docimo, Jennifer Pilc, Jennifer Norton, Wolfgang Gilliar
CONTEXT: High levels of human secretory immunoglobulin A (sIgA) have been shown to decrease the incidence of acquiring upper respiratory tract infections. Osteopathic manipulative treatment (OMT) has been shown to improve cardiac indices, increase lymph flow rates through the thoracic duct, and decrease sympathetic tone in postoperative patients and those in intensive care. Therefore, we hypothesized that OMT may also increase sIgA levels in people under high levels of emotional and psychological stress, thereby enhancing immunity and potentially preventing subsequent infections...
March 2011: Journal of the American Osteopathic Association
https://www.readbyqxmd.com/read/21258015/relationship-between-encounter-time-and-candidate-performance-on-comlex-usa-level-2-pe
#12
COMPARATIVE STUDY
Jeanne M Sandella, William L Roberts, Erik E Langenau
BACKGROUND: The National Board of Osteopathic Medical Examiners uses a standardized timing format for all osteopathic medical candidates across all stations in the Comprehensive Osteopathic Medical Licensing Examination-USA Level 2-Performance Evaluation (COMLEX-USA Level 2-PE). Examination standardization, and therefore validity, is weakened if time administered affects student performance. OBJECTIVE: To investigate the relationship between the amount of time students spent with standardized patients (SPs) and their clinical skill component scores...
January 2011: Journal of the American Osteopathic Association
https://www.readbyqxmd.com/read/20424009/assessment-of-adhd-documentation-from-candidates-requesting-americans-with-disabilities-act-ada-accommodations-for-the-national-board-of-osteopathic-medical-examiners-comlex-exam
#13
Javed A Joy, Rose J Julius, Rashida Akter, David A Baron
PURPOSE: Every year increasing numbers of candidates request special accommodations for high-stakes medical licensing examinations, due to ADHD, on the basis of the Americans with Disabilities Act (ADA). This poses significant challenges for both the applicant and the medical boards and has significant financial, legal, and ethical implications. The purpose of this survey is to review all applications requesting ADA accommodations, on the basis of ADHD, submitted to the National Board of Osteopathic Medical Examiners (NBOME) COMLEX exam...
September 2010: Journal of Attention Disorders
https://www.readbyqxmd.com/read/19907391/patient-note-fabrication-and-consequences-of-unprofessional-behavior-in-a-high-stakes-clinical-skills-licensing-examination
#14
Jeanne M Sandella, William L Roberts, Laurie A Gallagher, John R Gimpel, Erik E Langenau, John R Boulet
BACKGROUND: The National Board of Osteopathic Medical Examiners (NBOME) administers the Comprehensive Osteopathic Medical Licensing Examination USA Level 2-PE (COMLEX-USA Level 2-PE) and has developed a process that links the competencies of written communication and professionalism by tracking fabrication in the postencounter SOAP (Subjective, Objective, Assessment, Plan) note exercise. METHOD: A process used to identify potential SOAP note fabrication was implemented in the 2007-2008 test cycle for the COMLEX-USA Level 2-PE...
October 2009: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/19474547/osteopathic-postdoctoral-training-institutions-a-decentralized-model-for-facilitating-accreditation-and-program-quality
#15
Don N Peska, Michael I Opipari, D Keith Watson
Osteopathic medicine has experienced significant growth in the number of accredited colleges and graduates over the past decade. Anticipating that growth and recognizing a responsibility to provide sufficient opportunities for quality postdoctoral training, the American Osteopathic Association created a national network of educational consortia to meet the needs of those graduates. These osteopathic postdoctoral training institutions (OPTIs) were to provide enhanced capability for the development and accreditation of new programs, quality oversight, and access to academic resources for their members...
June 2009: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/16717373/survey-on-the-clinical-skills-of-osteopathic-medical-students
#16
John R Gimpel, John R Boulet, Angela C Weidner
As part of the standard-setting methods used by the National Board of Osteopathic Medical Examiners for its Comprehensive Osteopathic Medical Licensing Examination clinical skills performance evaluation (COMLEX-USA Level 2-PE), a self-administered survey was distributed electronically and by mail to deans of colleges of osteopathic medicine, directors of graduate medical education programs, osteopathic medical students, and experts chosen demographically to represent osteopathic physicians in the United States...
May 2006: Journal of the American Osteopathic Association
https://www.readbyqxmd.com/read/12960910/correlation-of-standardized-testing-results-with-success-on-the-2001-american-board-of-physical-medicine-and-rehabilitation-part-1-board-certificate-examination
#17
David E Fish, Laleh Radfar-Baublitz, Howard Choi, Gerald Felsenthal
OBJECTIVE: To determine if standardized testing results and other factors correlate with success on the 2001 American Board of Physical Medicine and Rehabilitation part 1 board certification examination (POE). DESIGN: An anonymous two-part survey was distributed to 302 senior resident physicians in the American College of Graduate Medicine Education-accredited physical medicine and rehabilitation training programs in the United States deemed eligible for the 2001 POE...
September 2003: American Journal of Physical Medicine & Rehabilitation
https://www.readbyqxmd.com/read/12462308/state-of-the-art-in-standardized-patient-programs-a-survey-of-osteopathic-medical-schools
#18
Anthony M Errichetti, John R Gimpel, John R Boulet
In 2001, the authors sent a survey to all 19 schools of osteopathic medicine requesting information about how standardized patients are used for clinical teaching and skills assessment. The purpose of this survey was to identify key people involved in standardized patient programs (SPPs), to gather information on the resources allocated by osteopathic medical schools, to determine the "state of the art" of standardized patient teaching and assessment in osteopathic medical schools, and to assess which SPPs would be available to assist in the development of the new component of the National Board of Osteopathic Medical Examiners licensing examination, the Comprehensive Osteopathic Medical Licensing Examination Performance Evaluation...
November 2002: Journal of the American Osteopathic Association
https://www.readbyqxmd.com/read/12462306/relationship-of-osteopathic-medical-licensure-examinations-with-undergraduate-admission-measures-and-predictive-value-of-identifying-future-performance-in-osteopathic-principles-and-practice-osteopathic-manipulative-medicine-courses-and-rotations
#19
Frederick G Meoli, Warren S Wallace, Joanne Kaiser-Smith, Linjun Shen
Two hundred sixty-five students from four classes at one school of osteopathic medicine were studied to determine the correlation between several frequently used premedical admission criteria to predict performance on the early and current versions of the osteopathic medical licensure examinations. Further analysis evaluated the predictive value of the examination of the National Board of Osteopathic Medical Examiners (NBOME) and its successor, the Comprehensive Osteopathic Medical Licensing Examination-USA (COMLEX-USA) in determining subsequent performance in the ascending levels of the examination sequence, as well as to predict performance in the courses and rotations of osteopathic principles and practice (OPP) and osteopathic manipulative medicine (OMM)...
November 2002: Journal of the American Osteopathic Association
https://www.readbyqxmd.com/read/12361179/student-performance-on-the-comprehensive-osteopathic-medical-licensing-examination-usa-level-2-following-a-clinical-evaluation-feedback-and-intervention-program
#20
Dennis E Agostini, Ann Stephanie Stano, Diane H Parente
The purpose of this study was to examine student performance on the Comprehensive Osteopathic Medical Licensing Examination-USA (COMLEX-USA) level 2 examination following a clinical evaluation, feedback, and intervention program. Students who completed their core clinical training (year 3) at the Lake Erie College of Osteopathic Medicine in Erie, Pennsylvania, returned to the campus for a weeklong series of clinical science testing. Their performance in this program was compared to their performance on COMLEX-USA level 2 administered by the National Board of Osteopathic Medical Examiners approximately 3 months later...
September 2002: Journal of the American Osteopathic Association
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