BACKGROUND
Certification in Hematology and Oncology requires mastery of increasingly complex clinical knowledge. Despite this, approximately 8% of first-time test takers fail board exams, underscoring the need for innovative educational strategies. Traditional reliance on costly, external review courses imposes significant financial and time burdens on fellows, further highlighting the need for integrated, curriculum-based approaches to enhance exam readiness and learner engagement.1-4
METHODS
To address these challenges, the authors developed a standardized board review curriculum aligned with the American Board of Internal Medicine Medical Oncology blueprint. This program was informed by a comprehensive needs assessment, including fellows’ in-training examination scores, historical board pass rates, and feedback from trainees. September 2024–May 2025, monthly virtual sessions were conducted by faculty and chief fellows, delivering focused, high-yield content supplemented by topic-specific quizzes. The curriculum aimed to provide a structured, low-cost alternative to traditional review courses, fostering both engagement and exam preparation.
RESULTS
Effectiveness was assessed through pre- and post-intervention surveys evaluating fellows’ confidence levels and study habits, as well as analysis of in-training examination and board exam outcomes. Initial participation data revealed high engagement, with 22 of 29 fellows (75%) completing the baseline survey. Most respondents were aged 30–34 (74%) and female (63%), representing all training years (89% first year; 60% second year; 80% third year). While 79% planned dual Hematology–Oncology certification, 11% focused solely on Medical Oncology.
Baseline study habits varied significantly, with only 10% of fellows studying daily, 25% weekly, and 30% monthly, while 20% had not yet started preparation. The majority (88%) reported using resources such as American Society of Clinical Oncology Self-Evaluation Program and American Society of Hematology Self-Assessment Program. Confidence in existing fellowship board preparation programs was rated as low-to-moderate. However, participation in the structured curriculum rose sharply, with attendance increasing from 10% in prior unstructured sessions to over 50%, and quiz engagement climbing from 3% to 53%. Fellows correctly answered 95% of quiz questions, reflecting a measurable improvement in engagement and comprehension.
CONCLUSION
Preliminary findings indicate that the structured, curriculum-based approach enhances learner confidence and engagement compared to traditional, less organized methods. This model is not only cost-effective and sustainable but also scalable to other specialties facing similar challenges in board certification preparation.
Despite promising results, there is a pressing need for more rigorous research to advance medical education. Evaluating the long-term impact of structured curricula on board exam performance, knowledge retention, and clinical competency is crucial.5,6 Insights from such studies will inform the refinement of this model and support its broader application across diverse medical training programs. Furthermore, exploring innovative pedagogical tools, such as technology-enhanced learning platforms and interactive, case-based learning, could enhance educational experience and outcomes for trainees.6,7
In conclusion, this curriculum-based board review model addresses critical gaps in traditional methods, providing fellows with a structured and effective pathway to certification. Its success underscores the importance of prioritizing medical education research to develop evidence-based strategies that optimize learning and certification success. As medical knowledge continues to expand, innovations are essential to ensure that trainees are well-prepared to meet the demands of their professions while fostering lifelong learning and professional development.
