Guide to Diagnostic Tests vs ABOHNS

ABOUT GUIDE TO DIAGNOSTIC TESTS Pocket Guide to Diagnostic Tests, provides immediate, evidence-based information on the selection and interpretation of commonly used laboratory and electrocardiographic tests, diagnostic imaging, and therapeutic monitoring. Including more than 450 updated diagnostic tests, this mobile resource is ideal for answering questions encountered daily by physicians, nurses, students, and other healthcare professionals, such as: • Which test is best to diagnose or follow a patient’s condition? • What is the correct interpretation of an abnormal diagnostic test? • How do I collect the appropriate specimen or prepare the patient for testing? • Where can I find more information on this test in the medical literature? FEATURES • 450+ updated laboratory and diagnostic tests • Evidence-based recommendations • New and updated coverage of emerging and re-emerging pathogens and infectious agents • Extensive use of algorithms, tables, and charts • PubMed links directly to journal citations and available articles • Highlight and make custom notes within any entry • Full Text Search – find topics across from any entry • ‘Favorites’ for bookmarking important entries Editors: Diana Nicoll, MD, PhD, MPA; Chuanyi Mark Lu, MD; Stephen J. McPhee, MD Publisher: McGraw Hill Powered by: Unbound Medicine

The Otolaryngology Training Examination (OTE) is a closed-book, proctored, timed examination which is offered once a year. Any resident, practicing otolaryngologist-head and neck surgeon, or other interested physician may register for the OTE. Purpose The OTE provides an assessment of current knowledge in all areas of otolaryngology-head and neck surgery. Exam results identify strengths and weaknesses. Exam scores are confidential for practitioners; resident’s scores are reported to training program directors. Residents and their program directors use the OTE to establish a baseline of specialty knowledge at the beginning of training, and to monitor changes in that knowledge over time. It is inappropriate for program directors to use this measure of resident performance as the sole form of assessment when evaluating residents for advancement. Rather, it is appropriate for program directors to use the aggregate performance of their residents when evaluating the strengths and weaknesses of their educational program.