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An analysis of Michigan EMT licensure examination results as a predictor of paramedic licensure examination success.

INTRODUCTION: Predicting paramedic candidate performance on the written licensure examination is of considerable importance to educators, students, employers, and state regulators. There has been little investigation of the available statistical data regarding examinee pass rate and examination score. No studies have measured an examinee's sequential success pattern on the basic emergency medical technician (EMT) or paramedic examinations. There has been no analysis of the relationship between the number of examinations required for successful paramedic licensure and examination score. OBJECTIVE: The purpose of this study was to determine the frequency with which paramedic licensure examinees successfully pass the State of Michigan written examination on the first or subsequent attempts; to determine the frequency with which the paramedic examinees pass the prerequisite basic EMT licensure examination; to determine whether the frequency of paramedic examination attempts is related to examination score; and to determine whether there is a relationship between successfully passing the basic EMT examination and successfully passing the paramedic examination. METHODS: A retrospective study of Michigan paramedic licensure examination results for 1994 was done on the basis of a review of reports prepared for Michigan Department of Public Health Emergency Medical Services (MDPH-EMS) by Professional Examination Services. Analysis of paramedic examination score and the number of examination attempts is correlated to EMT score and number of attempts required to pass. Success in the first or subsequent paramedic examinations is correlated to paramedic score, and success in passing the first or subsequent EMT examination is then related to success in passing the paramedic examination. RESULTS: Paramedic examinees (n = 869) generated a 72.1% pass rate in 1994 (mean score = 82.2%). The minimum passing score is 80%. The average score for examinees who passed (n = 627) was 86.2% (95% confidence interval [CI] = 85.8-86.6%); those who failed (n = 242) averaged 71.9% (95% CI = 71.1-72.6%). Paramedic examinees successful on the first attempt (n = 500) had higher average scores (mean = 87.1%; 95% CI = 86.7-87.5%) than did those who required multiple attempts (mean = 82.8%; 95% CI = 82.3-83.3%; n = 127). A total of 702 (90.5%) paramedic examinees passed the EMT examination on the first attempt. Examinees who passed the EMT examination the first time averaged fewer attempts on the paramedic examination (mean 1.5; 95% CI = 1.4-1.6) than did those who required multiple EMT examinations (mean 2.3; 95% CI = 2.0-2.6). Paramedic examinees passing the EMT examination in one attempt had higher average paramedic scores (82.6%; 95% CI = 82.1-83.2%) than those needing multiple EMT attempts (75.5%; 95% CI = 73.4-77.5%). CONCLUSION: Paramedic examinees who pass their EMT licensure examination on the first attempt have a significantly better chance of passing the paramedic licensure examination. Paramedic licensure examinees who pass the paramedic examination on the first attempt score significantly higher than do examinees who require additional attempts. Paramedic programs should incorporate EMT examination performance into their student selection criteria. Further study of variables predictive of success is needed.

Clinical Competence↗

United States Medical Licensure Examination step 1 scores and obstetrics-gynecology clerkship final examination.

OBJECTIVE: To determine if scores from first attempts at the United States Medical Licensure Examination step 1 correlated with obstetrics-gynecology examination scores and identified students at risk of failure. METHODS: All students in obstetrics-gynecology clerkships at the University of Illinois at Chicago from July 1995 through June 1998 were studied. The clerkship length was 8 weeks. Six clerkship sites were used, each of which assigned students to obstetrics-gynecology for the same length. Only first attempts at the obstetrics-gynecology clerkship examination and United States Medical Licensure Examination step 1 were evaluated. RESULTS: Among 522 students the mean (+/- standard deviation [SD]) United States Medical Licensure Examination step 1 score was 205 (+/-24.4). The mean score (+/-SD) for the standard obstetrics-gynecology examination was 69.5 (+/-8.1). The obstetrics-gynecology examination score correlated significantly with the United States Medical Licensure Examination step 1 score (r = .662, P<.001). Sixty-five students failed their first attempts at the United States Medical Licensure Examination step 1 examination, and ten failed their first attempts at the clerkship examination. Students who failed their first attempts at the United States Medical Licensure Examination step 1 were more likely to fail their first attempts at the clerkship examination (relative risk 18.6; 4.6, 72.6; P<.001). More than half the students who failed their initial United States Medical Licensure Examination step 1 examinations failed or finished in the lower 25th percentile on their obstetrics-gynecology finals. CONCLUSION: United States Medical Licensure Examination step 1 scores correlated with obstetric-gynecology clerkship examination scores. Failure on the first attempts of the United States Medical Licensure Examination step 1 examination predicted students at risk of failures of the obstetrics-gynecology final examination and those who finished in the lower 25th percentile.

Clinical Clerkship↗

An investigation into the opinions of nursing faculty toward the RN/RPN licensure exams.

The purpose of this study was to investigate opinions on the RN/LPN licensure exams held by nursing faculty teaching at vocational nursing schools, community nursing colleges and full universities. The research process consisted of questionnaire construction and major study phases. In phase I, faculty members were chosen from one community college and given tape recorded interviews which were then transcribed. Interview data were analyzed and yielded the inventories of the opinion and attitude towards the RN/LPN licensure exams. Kendall's Coefficient of Concordance was used to test the content validity and yielded w = .18 (p < .01) for opinion and w = .42 (p < .01) for attitude. Cronbach's Alpha was used to test internal consistency and yielded 0.84 and 0.69 respectively. In phase II, nursing faculty members were chosen from all levels of institutions offering nursing degrees in Taiwan. The responses for item opinion towards the RN/LPN licensure exams ranged from 22-65 with a mean score of 47.61; while responses for attitude towards item constructors of the licensure exams ranged from 11-29 with a mean score of 19.16. The attitude towards the RN/LPN exam constructors had significant negative correlations with age, clinical experience, and teaching experience, but had significant positive correlation with opinion towards the items on the RN/LPN licensure exams. There was significant negative correlation between the opinion towards the items on RN/LPN exams and clinical experience (p < .05). The faculty members with experience in item construction for the RN/LPN licensure exams showed a significantly greater negative opinion in the attitude towards the RN/LPN licensure exam constructors compared to faculty without experience in item construction (p < .01). A significant difference in scores of attitude toward the RN/LPN licensure exams was found with different faculty educational levels and different teaching positions within the various types of institutions (p < .01). Further studies to engage in item analysis for the RN/LPN exam are recommended.

Adult↗

Characteristics of support for mandatory licensure among respondents to a state-wide survey.

Members of the Ohio Dietetic Association were surveyed by a mail-return method beginning on January 10, 1984, to ascertain attitudes toward mandatory licensure among dietitians. Of the 2,435 members surveyed, 2,037 (83.7%) responded. Results indicated that 73.3% of respondents would support a mandatory licensure law if it were made equivalent to current Commission on Dietetic Registration (CDR) requirements. Four of every five members identified with "public regarding" arguments in favor of licensure. Assuming licensure, the majority of members expressed support of a "CDR-like" licensure examination followed by continuing education requirements for renewal. Support, however, was significantly related to whether a mandatory licensure law included a "grandfather" clause. Without such a clause, support fell to about 48%. Discriminant analysis revealed that age and years of experience in the field of dietetics were the most important variables for differentiating between supporters and opponents of licensure without a grandfather provision. The results suggest that the demographic composition of dietitians in states considering adopting mandatory licensure provisions will largely determine the support for or opposition to such a law.

Adult↗

Review of ADA licensure policy.

ADA policies on licensure encourage states to ease mobility restrictions while maintaining sufficient control to ensure that only qualified individuals provide dental treatment within the state. Many states have had provision to license by credentials for a long time. Licensure by credentials is rapidly replacing reciprocity as an alternate form of licensure. Only four states still participate in what can be termed purely reciprocal licensure agreements. In contrast, 21 states currently offer licensure by credentials. Another trend in licensure in recent years has been increased state participation in regional clinical examination services. Today, 32 states participate in four regional clinical examination services. With the increasing number of states offering licensure by credentials and participating in regional boards, the prospect for increased mobility for dentists appears good.

American Dental Association↗