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D B Swanson

Publications and source records attributed to D B Swanson.

At least 37 records · Page 2Linked to original sources
PubMed1994

Performance on the National Board of Medical Examiners. Part I Examination by men and women of different race and ethnicity.

OBJECTIVE: To investigate the performance of men and women from various racial and ethnic backgrounds on the National Board of Medical Examiners Part I examination, controlling for any differences in measures of educational background and academic performance before entering medical school. DESIGN: A retrospective analysis of existing records from the National Board of Medical Examiners and the Association of American Medical Colleges. SETTING: National Board of Medical Examiners. PARTICIPANTS: All students taking the June administration of Part I for the first time in 1986, 1987, or 1988 and who were 2 years from graduation from an accredited medical school. METHODS: Multiple regression methods were used to estimate Part I examination group differences in performance that would be expected if all students entered medical school with similar Medical College Admission Test scores, undergraduate grade point averages, and other prematriculation measures. MAIN OUTCOME MEASURE: Performance on the Part I examination. RESULTS: There were substantial differences in performance, with white students scoring highest, followed by Asian/Pacific Islanders, Hispanics, and blacks; within all racial and ethnic categories, women scored lower than men. Controlling for dissimilarities in academic background greatly reduced Part I differences among most racial and ethnic groups, except Asian/Pacific Islander men; unexplained differences remained between men and women. Results were consistent for the 3 years examined. CONCLUSIONS: The results of this study do not imply that physician performance varies among racial and ethnic groups or between men and women; no written examination can measure all the abilities that may be desirable to assess. Validity research investigating reasons for the reported gender and racial and ethnic differences in performance on the National Board examinations should be continued.

Achievement↗
PubMed1994

Resident-patient interactions: the humanistic qualities of internal medicine residents assessed by patients, attending physicians, program supervisors, and nurses.

BACKGROUND: The patient-physician relationship is central to medical practice. Increasingly, educators and certifying bodies seek to assess trainees' humanistic qualities. METHOD: The humanistic qualities of first-year internal medicine residents were rated in 1987-88 and 1988-89 by patients hospitalized on the general internal medicine and pulmonary services of the University of Michigan Hospital. Attending physicians (for 1988-89 only), program supervisors (program directors and chief residents), and nurses (for 1988-89 only) rated the same residents, and these ratings were compared with those of the patients. RESULTS: A total of 625 patient questionnaires for 70 residents were analyzed, with a mean of nine patient evaluations per resident and a range from four to 24. Analysis showed that more than 50 patients would need to rate each resident to achieve desired levels of reproducibility. Large numbers of attending physicians (20 to 50) would also be required to obtain a reproducible assessment; the attending physicians' ratings correlated only moderated well (r = .26) with the patients' ratings. Ratings from smaller numbers of program supervisors (five to ten) and nurses (ten to 20) would be needed for reproducible assessments. However, only the nurses' ratings showed a moderately strong relationship (r = .35) with the patients' ratings. CONCLUSIONS: Patients, attending physicians, program supervisors, and nurses view differently the humanistic attributes of residents as they interact with patients. Large numbers of patients and attending physicians would be needed to obtain reproducible ratings. Nurses' and program supervisors' ratings are much more reproducible, but nurses' perceptions correlate more closely to those of patients.

Adult↗
PubMed1993

Validity of NBME Part I and Part II scores for selection of residents in orthopaedic surgery, dermatology, and preventive medicine.

This study investigated the relationship between the National Board of Medical Examiners (NBME) Part I and Part II examination scores and subsequent performances on the 1991 certification examinations of the American Boards of Orthopaedic Surgery (ABOS), Dermatology (ABD), and Preventive Medicine (ABPM). There were significant correlations between scores on all specialty board examinations and all NBME scores, with higher correlations for subscores more closely related to specialty content. Both NBME Part I and NBME Part II were useful predictors; however, the relationships with NBME Part II were generally stronger. Strong relationships were observed between specialty board pass-fail outcomes and NBME scores: examinees whose NBME scores were below 400 were at much greater risk for failing their specialty board examinations.

Achievement↗
PubMed1992

Impact of the USMLE step 1 on teaching and learning of the basic biomedical sciences. United States Medical Licensing Examination.

Medical licensure in the United States is in transition. In June 1991, the National Board of Medical Examiners (NBME) made major modifications in the content, format, pass/fail standards, and score reports of the NBME Part I examination. This year, Part I became Step 1, the first of three components of the United States Medical Licensing Examination (USMLE), which will shortly be the sole examination pathway to initial licensure for allopathic physicians. This essay describes Step 1, reviews the phase-in plans for the USMLE, and discusses the potential impact of both on medical schools' teaching and students' learning of the basic biomedical sciences. The authors recommend that medical schools (1) abandon the use of Step 1 as a sole criterion for student promotion to the third year and (2) carefully review other examination-related requirements for promotion and graduation.

Curriculum↗
PubMed1992

Prevalence of human papillomavirus in sinonasal papillomas: a study using polymerase chain reaction and in situ hybridization.

Inverted and fungiform papillomas of the sinonasal cavity share a common origin from the Schneiderian membrane, but they differ widely in their rates of recurrence and progression to carcinoma. To determine the role of human papillomavirus in the etiology of these lesions, 15 inverted papillomas, five fungiform papillomas, and two squamous cell carcinomas associated with inverted papilloma were examined for the presence of HPV by in situ hybridization (ISH) and polymerase chain reaction (PCR). ISH was carried out on formalin-fixed, paraffin-embedded material using HPV types 6/11, 16/18, and 31/33/35 DNA probes. Tissue DNA was amplified by PCR with HPV L1 consensus primers, and the product was detected by gel electrophoresis, Southern blotting, and hybridization with type specific probes (HPV types 6/11, 16, 18). Three of 15 inverted papillomas and two of five fungiform papillomas were positive for HPV 6/11 by ISH, whereas PCR detected HPV 6/11 sequences in two of 15 inverted and three of five fungiform papillomas. Biopsies from two patients who had serial resections contained HPV 6/11 in the original lesions and all recurrences. No HPV was detected in the carcinomas by ISH, whereas PCR detected HPV 16 in one carcinoma. These findings confirm the presence of HPV DNA sequences in both inverted and fungiform sinonasal papillomas as well as in an associated squamous carcinoma. This would suggest a role for HPV in the pathogenesis of Schneiderian membrane lesions. Furthermore, our data indicate that ISH and PCR are equally sensitive in detecting HPV in sinonasal papillomas.

Adult↗
PubMed1991

Standard-setting plans for the NBME comprehensive Part I and Part II examinations.

The National Board of Medical Examiners (NBME) has reviewed its procedure for setting pass-fail standards in conjunction with the introduction of its comprehensive Part I and Part II examinations in 1991. This report gives background information on the procedures used for the past decade to set pass-fail standards for the Part I and Part II examinations, an overview of the NBME's research on standard setting, under way since 1987, and a statement of its plans for determining pass-fail standards for these examinations. In 1981 the NBME changed from the norm-referenced standard, used since the 1950s, to a criterion-group approach to setting pass-fail standards. Although the criterion-group system resulted in more stable standards, it still meant that the standard moved whenever the performance of the reference group changed. After conducting research, surveying constituencies, and examining alternatives, the NBME has adopted a new standard-setting plan that has the following components: a content-based standard-setting procedure; determination of standards by an appropriate group; use of a fixed standard; and periodic review of standards and standard-setting procedures. This new process will produce three types of improvements: it will incorporate deliberations informed by a wide range of information, including content review; annual review of examinees' performances and pass-fail results and triennial restudy of the process will add further quality control; and a fixed standard will mean that comparable performances will be required across administrations in order to pass.

Education, Medical, Undergraduate↗