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Cognitive learning during surgical residency. A model for curriculum evaluation.

R S Rhodes, M Z Wile, M L Persons

    Annals of Surgery
    |February 1, 1987
    PubMed
    Summary

    The American Board of Surgery In-Service Training Exam (ABSITE) effectively measures surgical resident learning and curriculum gaps. Results show about half of initial knowledge gaps are addressed by residency completion.

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    Area of Science:

    • Medical Education
    • Surgical Training
    • Cognitive Assessment

    Background:

    • The American Board of Surgery In-Service Training Exam (ABSITE) is a valuable tool for assessing surgical resident knowledge.
    • Quantifying cognitive learning and identifying curriculum weaknesses are crucial for improving residency programs.

    Purpose of the Study:

    • To evaluate the utility of the ABSITE program summary in quantifying cognitive learning during surgical residency.
    • To identify specific areas of curricular weakness within surgical residency programs.

    Main Methods:

    • Categorizing ABSITE questions based on resident performance (known/unknown knowledge).
    • Comparing knowledge levels of entry-level (Level 1) versus exit-level (Level 5) residents.
    • Classifying knowledge changes as known-known, unknown-unknown, unknown-known, and known-unknown.

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    Main Results:

    • Approximately 50% of knowledge identified as unknown at entry becomes known by exit.
    • Knowledge that is known at entry generally remains known upon exit, with minimal loss.
    • Ranking incorrect answers by exiting residents effectively highlights subject-specific weaknesses.

    Conclusions:

    • The ABSITE program summary provides a quantitative method for assessing cognitive learning in surgical residency.
    • This approach allows for objective evaluation of curriculum effectiveness and identification of areas needing improvement.
    • Objective assessment of cognitive learning can guide curriculum adjustments in surgical training programs.