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Impact of a novel education curriculum on surgical training within an academic training program
Liz Lee1, F Charles Brunicardi, Bradford G Scott
1Michael E. DeBakey Department of Surgery, Baylor College of Medicine, Houston, Texas 77030, USA.
Background:
The training of the 21st century surgeon has become increasingly complex with the Accreditation Council for Graduate Medical Education (ACGME) core competency requirements and work-hour restrictions. Herein we report the two-year results of a novel problem-based learning education module at a large academic surgery program.
Methods:
All data were prospectively collected from 2004 to 2006 on all categorical residents in the department of surgery (n = 42). Analysis was performed to identify any correlation between class attendance and American Board of Surgery In-Service Training Exam (ABSITE) score performance (percentile change). All data were reported as a mean with a standard error of the mean. Categorical variables were analyzed using a paired Student's t-test. A bivariate correlation was calculated using Spearman's rho correlation.
Results:
When comparing the 2004 scores (pre-program) to 2006 scores, there was significant score improvement (P
Conclusion:
A problem-based learning (PBL) based education program can successfully meet the educational goals of a surgical training program. Furthermore, this program has demonstrated consistent results with maintenance of score improvements through a two-year period.