Across the Landscape: Initial Board Specialty Certification—Educational Download
Board certification seeks to provide a rigorous and evolving mechanism to ensure physicians maintain high levels of clinical expertise throughout their careers. The American Board of Emergency Medicine (ABEM) board of directors has determined that ABEM certification will change. “ABEM is transitioning to a new Certifying Exam in 2026 to enhance the assessment of emergency physicians' competencies and relevance to practice. This move addresses feedback from stakeholders, including practicing physicians and healthcare leaders, indicating a desire for an exam that assesses a broader range of skills and provides a more meaningful assessment experience” [1]. With the impending change in EM board certification in summative assessment, it is helpful to understand how similar specialties to EM are determining initial certification. Understanding the variety of certification assessments and outcomes helps to evaluate the patterns in current EM pass rates in the greater community of medicine. This will help to evaluate the significance of recent changes in outcomes and to add credibility to our own certification process. This Educational Download provides information on current initial certification of the 10 most common specialties (Tables 1 and 2). Qualifying: $960 Oral boards: $1255 Qualifying exam: $1525 Certifying exam: $1550 Qualifying exam: $1280 Certifying exam: $1280 Advanced: 87% OSCE: 87% Oral: 83% Basic exam: $875 Advanced: $875 Applied: $2400 Qualifying exam: $1700 Certifying exam: $1040 Four basic questions: What would you do? When would you do it? How would you do it? Why did you make that decision? 3 clinical skills evaluations (standardized patients) Adult < 26, 26–65 year old, > 65 year old Certification ensures objective, arms-length validation of competencies, distinguishing it from passive, self-directed education. While initial certification verifies knowledge and skills at a single point in time, the structure of certification has transformed into a dynamic, longitudinal process that incorporates cognitive assessments, professional conduct verification, and quality improvement activities. This evolution is motivated by the accelerated pace of medical innovation and evidence that physician knowledge and skills decline over time without structured reinforcement [2]. Patients express a preference for certified physicians and expect ongoing verification of clinical currency. In this way, board certification can function as a public trust mechanism that reinforces professional standards and accountability [3]. Over time, the process for initial board certification across specialties, other than just EM, has constantly evolved. Examples of these changes include the move of standardized patient exams in Psychiatry to within residency, the addition of a communication observed standardized examination for Urology, and the continued effort at standardization of oral exams for procedural specialties [4, 5]. Data was compiled from the American Council for Graduate Medical Education (ACGME) [6] and respective medical specialty board certification websites as publicly published unless otherwise noted (see references for exact URL) [7-26]. C.P.: Study concept and design, acquisition of the data, analysis and interpretation of the data, drafting of the manuscript, critical revision of the manuscript. A.Z.: Study concept and design, acquisition of the data, analysis and interpretation of the data, drafting of the manuscript, and critical revision of the manuscript. J.M.: Study concept and design, acquisition of the data, analysis and interpretation of the data, drafting of the manuscript, and critical revision of the manuscript. S.A.S.: Study concept and design, acquisition of the data, analysis and interpretation of the data, drafting of the manuscript, critical revision of the manuscript. The authors group would like to thank Martin Pusic, MD, PhD. A.Z. declare no conflicts of interest. J.M. reports a conflict of interest as an ABEM board examiner. S.A.S. reports conflict of interest as an ABEM board examiner. The data that supports the findings of this study is available in the Supporting Information of this article.
Authors
- J.L. Moll (ORCID: https://orcid.org/0000-0002-7169-8923)
- Cameron Pawlik (ORCID: https://orcid.org/0000-0003-1660-5162)
- Sally A. Santen (ORCID: https://orcid.org/0000-0002-8327-8002)
- A. Zahn
Institutions
- Virginia Commonwealth University (US)
- University of Cincinnati (US)
- University of Cincinnati Medical Center (US)
Publication Details
- Journal
- AEM Education and Training
- Published
- 2025-12-01
- DOI
- https://doi.org/10.1002/aet2.70106
- Primary Topic
- Innovations in Medical Education
- Type
- article
- Field-Weighted Citation Impact
- 0.00