Practice Makes Perfect: Introducing a Question Bank for ABSITE Preparation Improves Program Performance

Flentje, Alison O.; Caturegli, Ilaria; Kavic, Stephen M.

doi:10.1016/j.jsurg.2019.09.005

Cited by 23 publications

(5 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Furthermore, when utilized outside the classroom, commercial question banks improve resident knowledge of basic science, as well as performance on formal assessments. 23,24 The results of our study, comprised of general surgery residents utilizing a question bank within the classroom, echo many similar conclusions found in these prior studies. All residents in this study felt that the opportunity to receive formative feedback regarding their basic science knowledge added value to the curriculum and produced a more satisfying basic science didactic.…”

Section: Discussionsupporting

confidence: 88%

Formative Feedback with In-Class Question Bank Utilization Improves Resident Satisfaction with General Surgery Didactics

Hammond¹,

Sheaffer²,

Teven³

et al. 2021

AMEP

View full text Add to dashboard Cite

Background: Formative feedback provides low-stakes opportunities for educational improvement. To enrich our basic science didactics, formative feedback measures were incorporated into our didactics using mobile devices. Materials and Methods: Lecture changes included institutional paid access to a commercial question bank, a 5-item in-class pre-didactic quiz curated from the question bank and taken on the resident's mobile device, and group discussion of quiz topics. An anonymous survey was sent to participating residents. Results: Overall response rate was 71% among residents. All reported that the new lecture format was a valuable addition to the basic science curriculum (100% Agree/Strongly Agree), and formative assessments provided valuable feedback about the progress of their learning (Strongly Agree = 42%, Agree =58%). All residents reported that in-class use of their mobile device for quizzes was convenient, with majority (84%) preferring it over paper printouts. Residents were more motivated to study before lecture (Strongly Agree = 42%, Agree =42%), with majority also reporting the new format helped identify weaknesses in their knowledgebase (Strongly Agree = 58%, Agree =33%). While majority of residents agreed that quizzes motivated them to study more after lecture, a large portion disagreed (42%). Majority of senior residents reported that the process of composing quizzes prior to lecture enriched their own learning (57%) and helped them find gaps in their knowledge (71%). Conclusion: Incorporating a commercial question bank within didactics gives general surgery residents formative feedback and encourages learning outside the classroom, leading to improved satisfaction with basic science didactics.

show abstract

Section: Discussionsupporting

confidence: 88%

Formative Feedback with In-Class Question Bank Utilization Improves Resident Satisfaction with General Surgery Didactics

Hammond¹,

Sheaffer²,

Teven³

et al. 2021

AMEP

View full text Add to dashboard Cite

show abstract

“…Compared to neurosurgery, general surgery has many more options in terms of online resources. One example is the concept of Question Bank which has shown mixed results over the years [ 12 , 13 ]. Not many resources and references are found to be dedicated to the board exam keywords and such may be due to their inherent limitations.…”

Section: Discussionmentioning

confidence: 99%

We Tabulated and Organized American Board of Neurological Surgeons Primary Exam Keywords (2015-2023) so You Don’t Have to

Lin¹,

Klopfenstein²,

Maldonado³

et al. 2023

Cureus

View full text Add to dashboard Cite

Background Passing the American Board of Neurological Surgeons (ABNS) Primary Exam is required for residents in training. Both the program directors and residents are given keywords of the exam afterward in the hope to help program directors determine their relative strengths and weakness. We have organized and tabulated these keywords for neurosurgery residents’ benefit. Methodology We collected and analyzed ABNS Primary Exam keywords (2015-2023) in each of the exam’s main categories for trends and recurrences. We examined the overall passing rates among first-time credit test takers. The frequency of each subcategory was calculated as a percentage within its corresponding category. Recurrent keywords were grouped together with their corresponding years and categorized as once, twice, or thrice and greater occurrences; the last category was considered to be high-yield keywords. Results The number of questions in Neurosciences and Neurology has decreased over the years while Neurosurgery and Critical Care questions have increased. Similarly, there are fewer keyword repeats in Neurosciences and Neurology. The most repeated keywords are in Neuroimaging. The most common keywords are presented and listed along with the years of occurrences. Overall, the passing rate among first-time credit test takers is over 90%. Conclusions Neurosurgery residents can consider the common keywords as a guide in preparation for the ABNS Primary Exam.

show abstract

“…[11][12][13] Similarly, this benefit has been shown in performance on the American Board of Surgery In-Training Examination (ABSITE), the CREOG ITE equivalent for general surgery residents. 14,15 Imran et al have identified that the use of the TrueLearn question bank specifically is associated with a greater percentage correct on ABSITE. 16 Our findings differ from a separate evaluation of the same question bank.…”

Section: Discussionmentioning

confidence: 99%

Impact of an Online Question Bank on Resident In-Training Exam Performance

Scott,

Martin,

Schmidt

et al. 2023

Journal of Medical Education and Curricular Development

View full text Add to dashboard Cite

OBJECTIVE In-training exams (ITEs) are administered annually to Obstetrics and Gynecology (OBGYN) residents and have been demonstrated to correlate with success on licensing examinations. Our study objective was to determine the impact of a question bank and mock exam on the performance of Council on Resident Education in Obstetrics and Gynecology (CREOG) ITEs. Secondarily, we investigated the correlation between the extent of question bank usage and performance on the exam. METHODS Pre–post intervention study of resident performance on CREOG ITE before and after implementation of the question bank and mock ITE at Indiana University in 2018. Performance was measured as year-to-year improvement in percent correct on ITE exams. Scores were excluded if a resident did not have a prequestion bank score report or if they did not sit for all eligible ITE exams. RESULTS There were 51 OBGYN residents at Indiana University during the study period, with 38 available for analysis (75%). Before implementation, average year-to-year improvement for PGY1-2, PGY2-3 and PGY3-4 classes were 0.60%, 1.0% and −1.6%, respectively. After implementation, all resident classes had significant improvements in ITE scores of 6.6% ( P < .01), 9.0% ( P < .01), and 7.2% ( P < .01), respectively. There was a moderate program-wide correlation between the number of questions completed and the percent improvement on the ITE of R = 0.36 ( P = .046). CONCLUSIONS Our study demonstrated that access to a question bank and mock ITE significantly improved CREOG ITE performance of OBGYN residents at Indiana University.

show abstract

Practice Makes Perfect: Introducing a Question Bank for ABSITE Preparation Improves Program Performance

Cited by 23 publications

References 26 publications

Formative Feedback with In-Class Question Bank Utilization Improves Resident Satisfaction with General Surgery Didactics

Formative Feedback with In-Class Question Bank Utilization Improves Resident Satisfaction with General Surgery Didactics

We Tabulated and Organized American Board of Neurological Surgeons Primary Exam Keywords (2015-2023) so You Don’t Have to

Impact of an Online Question Bank on Resident In-Training Exam Performance

Contact Info

Product

Resources

About