Validation of a Web-Based Curriculum for Resident Education in Orthopedic Surgery

Boody, Barrett; Johnson, Patrick; Pugely, Andrew J.; Miller, Danielle M.; Geller, Jeffrey A.; Payne, William K.; Boegener, James; Schäfer, Michael F.; Beal, Matthew D.

doi:10.1016/j.jsurg.2016.05.020

Cited by 16 publications

(11 citation statements)

References 9 publications

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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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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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“…19 Second, Orthobullets.com has become ubiquitous with orthopaedic resident education due to its ease of use, bulleted format for quick review, and ability to be "at your fingertips" at all times. 20,21 Lastly, as journals are released only monthly they do not provide for sustained study material; rather, they provide an excellent update on basic and clinical research in musculoskeletal science, as well as review articles. In contrast, Orthobullets.com allows for individual topic review with primary literature citation with the advantage of various study plans available for structured topic review.…”

Section: Discussionmentioning

confidence: 99%

“…In contrast, Orthobullets.com allows for individual topic review with primary literature citation with the advantage of various study plans available for structured topic review. 20,21 Additionally, Orthobullets.com represents a new resource that was not available at the time of the work published by Miyamoto et al, broadening the landscape of resources accessible to residents today.…”

Section: Discussionmentioning

confidence: 99%

Orthopaedic In-Training Examination (OITE) Preparation and Study Habits of Orthopaedic Residents: Revisited

2019

GMERJ

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Introduction Introduction: The Orthopaedic In-Training Examination (OITE) is well-established as the cornerstone for educational evaluation of orthopaedic surgery residents. Great significance has been placed on the OITE, particularly as it has been found to correlate closely with successful completion of the American Board of Orthopaedic Surgery Part I Exam (ABOS I). Our study correlated different aspects of OITE study preparation, including resources and habits, with OITE performance. Methods Methods: An online survey was created to assess these different aspects and distributed to 163 programs across the United States for distribution to orthopedic residents in each program. Results: Results: Data analysis showed a positive correlation between OITE ranking and greater total hours devoted to studying (r = 0.26, p= 0.0003), earlier start time for exam preparation (r = 0.25, p = 0.0005), orthopaedic journal review (including Journal of Bone and Joint Surgery[r = 0.17, p=0.02] and American Academy of Orthopaedic Surgeons [r = 0.15, p = 0.0475]), review of prior OITE examinations (r = 0.20, p = 0.0054), and use of Orthobullets (r = 0.31, p < 0.0001). 58% of respondents changed their study habits significantly over the course of residency. Most respondents stated they were able to study most effectively on primarily outpatient rotations, as well as pediatrics, sports, and hand orthopaedic rotations. Conclusion: Conclusion: The results of this study may assist residents and residency directors to develop their curriculum and individual study plans to ensure success on the OITE, ABOS I, and, ultimately, their careers as orthopaedic surgeons.

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“…These include web-based interactive curricula, simulation center training, and exposure to cadaveric anatomy labs for procedural skills. 8 , 9 , 10 Despite this, there is a paucity of health care literature regarding the utility of educating resident trainees about the role of inpatient pain services or in the basic principles of postoperative pain management.…”

Section: Discussionmentioning

confidence: 99%

Orthopedic resident education on postoperative pain control: bridging knowledge gaps to enhance patient safety

Warner

Eldrige

2018

Int J Med Educ

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Validation of a Web-Based Curriculum for Resident Education in Orthopedic Surgery

Cited by 16 publications

References 9 publications

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

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

Orthopaedic In-Training Examination (OITE) Preparation and Study Habits of Orthopaedic Residents: Revisited

Orthopedic resident education on postoperative pain control: bridging knowledge gaps to enhance patient safety

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