Surgery Residency Curriculum Examination Scores Predict Future American Board of Surgery In-Training Examination Performance

Webb, Travis P.; Paul, Jasmeet S.; Treat, Robert; Codner, Panna A.; Anderson, Rebecca Cogwell; Redlich, Philip N.

doi:10.1016/j.jsurg.2014.02.008

Cited by 13 publications

(4 citation statements)

References 26 publications

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“…American Board of Surgery In-Training Exam (ABSITE) scores of our PBC residents improved compared to our historical controls in our program. We found a statistically significant correlation of post-test curriculum exam scores early in the academic year and yearly ABSITE scores, allowing the identification of resident exam performance concerns early in the year and providing time for improved ABSITE preparation [8]. The communication sessions with videotaping improved resident presentations at grand rounds and in our morbidity and mortality conferences [9].…”

Section: Subsequent Rollout and Evaluationmentioning

confidence: 72%

Role of Protected Block Curriculum in Surgical Education

Redlich¹,

Webb²,

Weigelt³

2018

Medical and Surgical Education - Past, Present and Future

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A protected block curriculum for surgical resident training began at the Medical College of Wisconsin in 2005. The curriculum has evolved with time as educational emphasis has changed. However, the concept of having resident learners relieved of clinical duty to focus on learning has not changed. Separate protected block curriculums are held for PGY1 and PGY 2 during which residents have no clinical responsibilities. These periods are defined at the beginning of each academic year and are distributed to all faculties.The systematic design, implementation, and evaluation of the protected block curriculum (PBC) Model provides an educationally grounded model for training surgical residents consistent with accreditation council for graduate medical education (ACGME) competency mandates. Resident evaluations consistently support the use of our PBC as a method to attain and practice skill sets in a nonthreatening environment. Faculty benefits are able to evaluate residents' knowledge, skills, and attitudes in a nonclinical setting and engage residents as individuals. The format extended into the PGY3-5 years of training as it evolved. Over more than a decade of using PBC, we have performed a number of analyses on the program and even determined a cost for the program. The program continues to be adjusted to new technology and curriculum initiatives.

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Section: Subsequent Rollout and Evaluationmentioning

confidence: 72%

Role of Protected Block Curriculum in Surgical Education

Redlich¹,

Webb²,

Weigelt³

2018

Medical and Surgical Education - Past, Present and Future

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“…US residency programs have implemented different strategies for improving ITE and board performance by residents, including web-based curriculum [20], email-based board review [21], protected block curriculum [22], structured reading and mandatory remediation [23], and accountability program with incentives and consequences [24]. Most of these interventions are not currently utilised in Rwanda.…”

Section: Discussionmentioning

confidence: 99%

Measuring change in knowledge acquisition of Rwandan residents: using the American Board of Pediatrics International In-Training Examination (I-ITE) as an independent tool to monitor individual and departmental improvements during the Human Resources for Health program: an observational study

et al. 2019

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Background Rwanda is the only African country to use the pediatric International In-Training Examination (I-ITE). The objectives of this study were to use the scores from the I-ITE to outline the baseline level of knowledge of Rwandan residents entering the pediatric residency and the trends in knowledge acquisition from 2012 to 2018, during the Human Resources for Health (HRH) Program, an education partnership between the Rwanda Ministry of Health and a consortium of US universities. Methods A retrospective descriptive analysis of the I-ITE exam scores, taken by all Rwandan pediatric residents for five of the six academic years of the study period. Individual resident scores were weighted using the non-Rwandan I-ITE sites to minimise confounding from annual variations in exam difficulty. Statistical analysis included descriptives with ANOVA to compare variation in annual mean scores. Results Eighty-four residents took 213 I-ITE exam sittings over the five exam cycles. The mean weighted I-ITE score of all residents increased from 34% in 2013 to 49% ( p < 0.001) in 2018. The 32-point gap between the mean US-ITE and Rwandan I-ITE score in 2012–2013 was reduced to a 16-point gap in 2017–2018. First year resident (PG1) scores, which likely reflect the knowledge level of undergraduate medical students entering the residency program, increased from 34.8 to 44.3% ( p = 0.002) between 2013 and 2018. Conclusions The I-ITE is an independent, robust tool, measuring both learners and the institutional factors supporting residents. This is the first study to demonstrate that the I-ITE can be used to monitor resident knowledge acquisition in resource-limited settings, where assessment of resident knowledge can be a major challenge facing the academic medicine community. The significant increase in I-ITE scores between 2012 and 18 reflects the substantial curricular reorganisation accomplished through collaboration between Rwandan and US embedded faculty and supports the theory that programs such as HRH are highly effective at improving the quality of residency programs and undergraduate medical education.

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“…In-training specialty exams, especially if occurring early in the learning experience or residency year [13] Innovative in-training assessment tools for providing formative feedback, such as the Clinical Skills Verification program described by Dalack and Jibson [14,15] Objective Standardized Clinical Examinations (OSCEs) to uncover knowledge gaps in trainees [15] Standardized Direct Observation Tools (SDOT) [16] Simulation laboratories [16] Simulated oral board cases [16] Post-curriculum multiple choice examinations, administered yearly [17] TriMetrix, a tool used to measure the behaviours and motivations of residents [18] Administering pre-and post-lecture questions to allow early identification of gaps in medical knowledge [19] General faculty evaluations [20] Besides early targeted assessments, almost a quarter of the articles deemed faculty development important for identifying residents in difficulty (21%, n = 4/19) [21][22][23][24].…”

Section: Identification Of Residents In Difficultymentioning

confidence: 99%

Managing residents in difficulty within CBME residency educational systems: a scoping review

2020

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Background: Best practices in managing residents in difficulty (RID) in the era of competency-based medical education (CBME) are not well described. This scoping review aimed to inventory the current literature and identify major themes in the articles that address or employ CBME as part of the identification and remediation of residents in difficulty. Methods: Articles published between 2011 to 2017 were included if they were about postgraduate medical education, RID, and offered information to inform the structure and/or processes of CBME. All three reviewers performed a primary screening, followed by a secondary screening of abstracts of the chosen articles, and then a final comprehensive sub-analysis of the 11 articles identified as using a CBME framework. Results: Of 165 articles initially identified, 92 qualified for secondary screening; the 63 remaining articles underwent full-text abstracting. Ten themes were identified from the content analysis with "identification of RID" (41%) and "defining and classifying deficiencies" (30%) being the most frequent. In the CBME article sub-analysis, the most frequent themes were: need to identify RID (64%), improving assessment tools (45%), and roles and responsibilities of players involved in remediation (27%). Almost half of the CBME articles were published in 2016-2017. Conclusions: Although CBME programs have been implemented for many years, articles have only recently begun specifically addressing RID within a competency framework. Much work is needed to describe the sequenced progression, tailored learning experiences, and competency-focused instruction. Finally, future research should focus on the outcomes of remediation in CBME programs.

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Surgery Residency Curriculum Examination Scores Predict Future American Board of Surgery In-Training Examination Performance

Cited by 13 publications

References 26 publications

Role of Protected Block Curriculum in Surgical Education

Role of Protected Block Curriculum in Surgical Education

Measuring change in knowledge acquisition of Rwandan residents: using the American Board of Pediatrics International In-Training Examination (I-ITE) as an independent tool to monitor individual and departmental improvements during the Human Resources for Health program: an observational study

Managing residents in difficulty within CBME residency educational systems: a scoping review

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