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MURRAY M. KAPPELMAN, MD
Department of Pediatrics University of Maryland Baltimore, MD 21201

JAMES M. LEWIS, MD
Department of Pediatrics Marshall University School of Medicine 1801 Sixth Ave Huntington, WV 25701

Am J Dis Child. 1986;140(3):188-189.

	Since this article does not have an abstract, we have provided the first 150 words of the full text PDF and any section headings.

Sir.—Burg¹ has recently raised a number of questions concerning the current system of education and evaluation of pediatricians. One aspect of the process, the American Board of Pediatrics (ABP) in-training examination (ITE), is widely used by pediatric residency programs to assess annually the cognitive knowledge and problem-solving skills of residents, to familiarize residents with the ABP certifying examination format, and to internally evaluate the adequacy of graduate medical education curricula.^2,3 Although the validity and reliability of the ITE as a measure of competency may be questioned, positive correlation has been demonstrated with faculty ratings on a pediatric inpatient rotation, past performance on the Medical College Admission Test, and college grade point average.^4,5 Past analysis of the ITE has indicated that the examination appropriately measures longstanding core pediatric knowledge.⁶ We present and evaluate a method of analyzing and concisely summarizing ITE results for optimal utilization of . . . [Full Text PDF of this Article]

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