• Huaping Sun, Yan Zhou, Deborah J Culley, Cynthia A Lien, Ann E Harman, and David O Warner.
• From the American Board of Anesthesiology, Raleigh, North Carolina (H.S., Y.Z., D.J.C., C.A.L., A.E.H., D.O.W.); Department of Anesthesiology, Brigham and Women's Hospital, Harvard Medical School, Boston, Massachusetts (D.J.C.); Department of Anesthesiology, Weill Cornell Medical College, New York, New York (C.A.L.); and Department of Anesthesiology, Mayo Clinic, Rochester, Minnesota (D.O.W.).
• Anesthesiology. 2016 Nov 1; 125 (5): 1046-1055.

BackgroundAs part of the Maintenance of Certification in Anesthesiology Program® (MOCA®), the American Board of Anesthesiology (Raleigh, North Carolina) developed the MOCA Minute program, a web-based intensive longitudinal assessment involving weekly questions with immediate feedback and links to learning resources. This observational study tested the hypothesis that individuals who participate in the MOCA Minute program perform better on the MOCA Cognitive Examination (CE) compared with those who do not participate.MethodsTwo separate cohorts of individuals eligible for July 2014 and January 2015 CEs were invited to participate in this pilot. The CE scores for each cohort were compared between those who did and did not participate, controlling for the factors known to affect performance. For the first cohort, examination performances for topics covered and not covered by the MOCA Minute were analyzed separately.ResultsSix hundred sixteen diplomates in July 2014 and 684 diplomates in January 2015 took the CE for the first time. In multiple regression analysis, those actively participating scored 9.9 points (95% CI, 0.8 to 18.9) and 9.3 points (95% CI, 2.3 to 16.3) higher when compared with those not enrolled, respectively. Compared to the group that did not enroll in MOCA Minute, those who enrolled but did not actively participate demonstrated no improvement in scores. MOCA Minute participation was associated with improvement in both questions covering topics included the MOCA Minute and questions not covering these topics.ConclusionsThis analysis provides evidence that voluntary active participation in a program featuring frequent knowledge assessments accompanied by targeted learning resources is associated with improved performance on a high-stakes CE.

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