research Performance Evaluation of the Generative Pre-trained Transformer (GPT-4) on the Family Medicine In-Training Examination Read Performance Evaluation of the Generative Pre-trained Transformer (GPT-4) on the Family Medicine In-Training Examination
Phoenix Newsletter - March 2025 President’s Message: ABFM’s Unwavering Commitment to Diplomates and the Specialty Read President’s Message: ABFM’s Unwavering Commitment to Diplomates and the Specialty
Diplomate Spotlight “Family Medicine Was All I Ever Wanted to Do” Dr. Phillip Wagner Read “Family Medicine Was All I Ever Wanted to Do”
Home Research Research Library Criterion-referenced examinations: implications for the reporting and interpretation of examination results Criterion-referenced examinations: implications for the reporting and interpretation of examination results 2013 Author(s) Royal, Kenneth D, and Puffer, James C Topic(s) Family Medicine Certification Keyword(s) Cognitive Expertise Volume Annals of Family Medicine Source Annals of Family Medicine The purpose of the American Board of Family Medicine (ABFM) certification/maintenance of certification examination is to measure the basic knowledge necessary to deliver high-quality care to patients and their families. More than 25 years ago, the ABFM became the first American Board of Medical Specialties board to introduce criterion-based methodology to establish the passing threshold for its examination. A criterion-referenced examination is one in which a particular score is required to pass, and the performance of those taking the examination is of no consequence in determining who passes or fails. In other words, all candidates taking the examination could theoretically pass if they met or exceeded the criterion-referenced passing score. Furthermore, the examination is equated across forms and administrations, meaning candidates are not advantaged or disadvantaged by having received a particular version of the examination or by taking it at a particular time of the year. Read More ABFM Research Read all 1990 Residency training for rural primary care Go to Residency training for rural primary care 2016 “the End of the Beginning” for Clinical Simulation in the Abfm Self-Assessment Modules (Sams) Go to “the End of the Beginning” for Clinical Simulation in the Abfm Self-Assessment Modules (Sams) 2018 How Is Family Medicine Engaging Patients at the Practice Level?: A National Sample of Family Physicians Go to How Is Family Medicine Engaging Patients at the Practice Level?: A National Sample of Family Physicians 2011 The reliability of ABFM examinations: implications for test-takers Go to The reliability of ABFM examinations: implications for test-takers
Author(s) Royal, Kenneth D, and Puffer, James C Topic(s) Family Medicine Certification Keyword(s) Cognitive Expertise Volume Annals of Family Medicine Source Annals of Family Medicine
ABFM Research Read all 1990 Residency training for rural primary care Go to Residency training for rural primary care 2016 “the End of the Beginning” for Clinical Simulation in the Abfm Self-Assessment Modules (Sams) Go to “the End of the Beginning” for Clinical Simulation in the Abfm Self-Assessment Modules (Sams) 2018 How Is Family Medicine Engaging Patients at the Practice Level?: A National Sample of Family Physicians Go to How Is Family Medicine Engaging Patients at the Practice Level?: A National Sample of Family Physicians 2011 The reliability of ABFM examinations: implications for test-takers Go to The reliability of ABFM examinations: implications for test-takers
2016 “the End of the Beginning” for Clinical Simulation in the Abfm Self-Assessment Modules (Sams) Go to “the End of the Beginning” for Clinical Simulation in the Abfm Self-Assessment Modules (Sams)
2018 How Is Family Medicine Engaging Patients at the Practice Level?: A National Sample of Family Physicians Go to How Is Family Medicine Engaging Patients at the Practice Level?: A National Sample of Family Physicians
2011 The reliability of ABFM examinations: implications for test-takers Go to The reliability of ABFM examinations: implications for test-takers
