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Biomedical subjects

D W Butzin

Publications and source records attributed to D W Butzin.

10 recordsLinked to original sources
PubMed1998

The certification process in adolescent medicine.

The first and second certifying examinations in adolescent medicine were administered jointly by the American Board of Pediatrics (ABP) and the American Board of Internal Medicine (ABIM) on November 15, 1994, to 295 candidates, and on November 18, 1997, to 197 candidates including 170 who were taking the examination for the first time. This report describes the certification process and the characteristics of those taking the first and second examinations in adolescent medicine. The purposes of certification in adolescent medicine, consistent with the purposes of specialty boards, are to improve the quality of patient care during the second decade of life, expand and improve training to include a comprehensive and scientifically based approach to the care of young people as they enter adulthood, and stimulate faculty development and research for the problems of the adolescent population (1). Certification addresses these goals by establishing rigorous standards for training, verifying the knowledge base of candidates through a written examination, and requiring periodic recertification. This certification program recognizes a growing number of physicians with expertise in the medical problems of adolescents and the emergence in the past 30 years of a body of knowledge about the health problems, the effects of rapid biologic and psychologic change, and the interaction of biologic, psychologic, social, and environmental forces that characterize this unique developmental period (2).

Adolescent↗
PubMed1991

Technical skills required in general pediatric practice.

Several years ago the American Board of Pediatrics developed a list of 101 technical procedures, which was sent to directors of accredited pediatric programs (N = 231). There was a 70% response and 72 of 101 procedures were considered necessary for residents to develop competency by at least 80% of the program directors. The list of 72 procedures was then sent to 500 randomly selected general pediatricians from a pool size of 10,304. The response rate was 35%. Forty-nine of the 72 procedures were considered necessary by 80% of those responding and one third of the skills (24 of 72) could be classified as absolutely necessary because more than 95% of practitioners considered them to be. Only 7 procedural skills were considered unnecessary by more than 50% of practitioners. It is suggested that program directors consider the 24 skills as ones that should be taught and competence in performing them be verified and recorded.

Child↗
PubMed1984

A pilot study of microcomputer testing in paediatrics.

A system for administering multiple choice questions and for providing immediate feedback via microcomputer was designed and field-tested by three groups of paediatric residents. Only minor technical problems were encountered, and these can be resolved easily. Attitudes towards the system were strongly positive. Residents nearly always elected to see feedback when their answers were incorrect, but frequency of requests for feedback to correct responses varied widely. Although most residents preferred the computerized test to a written test and thought they had learned more, no significant learning effect was demonstrated on pre- and post-testing.

Computers↗
PubMed1978

The effect of open- vs. closed-book testing on performance on a multiple-choice examination in pediatrics.

A study was undertaken to test the effect of open- vs. closed-book testing conditions on performance on a graduate-level, multiple-choice examination in pediatrics. A group of practicing pediatricians and a group of medical students took the examination. For the practice group, no significant difference between mean scores was observed, and the correlation between scores under the two testing conditions was high. In the student group, however, the mean score was significantly higher under open-book conditions and the correlation between scores under the two testing conditions was positive but low. The mean score obtained by practitioners was significantly higher than the mean score obtained by students under both testing conditions. The effects of time limit and level of motivation were not explored in the present study.

Achievement↗