A structured educational curriculum including online training positively impacts American board of surgery in-training examination scores

Dympna M. Kelly; Daniel A. London; Allan Siperstein; John J. Fung; Matthew R. Walsh

doi:10.1016/j.jsurg.2015.04.015

A structured educational curriculum including online training positively impacts American board of surgery in-training examination scores

Dympna M. Kelly
, Daniel A. London
, Allan Siperstein
, John J. Fung
, Matthew R. Walsh

Research output: Contribution to journal › Article › peer-review

19 Scopus citations

Abstract

Objective To assess the effect of a structured postgraduate year 1 educational curriculum, including online surgical training, on American Board of Surgery In-Training Examination (ABSITE) scores. Design This was a retrospective cohort study. Setting The study was performed in an academic surgical residency program in a tertiary care hospital, Cleveland Clinic Foundation, Cleveland, Ohio. Participants The participants were 140 surgical postgraduate year 1 residents from 2000 to 2009. Interns from 2000 to 2004 were grouped together and completed a self-directed learning curriculum. Interns from 2005 to 2009 participated in a structured educational curriculum that included lectures and the use of an online program. Lectures were based on the American College of Surgeons curriculum. The online program consisted of 8 to 12 hours of assigned tutorials and quizzes that corresponded to the lectures and 3 multiple-choice (MC) examinations. Results Use of a structured educational curriculum led to improved ABSITE scores (66 ± 9%) compared with that of those who had no curriculum (55 ± 10%, p < 0.001). Several variables positively correlated with the ABSITE score: United States Medical Licensing Examination step 1 score (p < 0.001), monthly quiz scores (p = 0.003), average MC examination scores (p = 0.005), lecture attendance (p = 0.02), and time spent online (p = 0.04). Multivariable analysis demonstrated that the step 1 United States Medical Licensing Examination score, time spent online, and MC examination score are predictive of total the ABSITE score. When ABSITE subscores (basic science and clinical science) were compared, the online curriculum had a greater effect on basic science subscores, whereas lectures had a greater effect on clinical science subscores. Conclusions Providing surgery residents a structured curriculum with lectures and an online component positively impacts ABSITE scores.

Original language	English
Pages (from-to)	811-817
Number of pages	7
Journal	Journal of Surgical Education
Volume	72
Issue number	5
DOIs	https://doi.org/10.1016/j.jsurg.2015.04.015
State	Published - 2015
Externally published	Yes

Keywords

ABSITE
curriculum
intern
surgical education

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10.1016/j.jsurg.2015.04.015

Cite this

@article{db160436c66640a2b0fbae957bb5d368,

title = "A structured educational curriculum including online training positively impacts American board of surgery in-training examination scores",

abstract = "Objective To assess the effect of a structured postgraduate year 1 educational curriculum, including online surgical training, on American Board of Surgery In-Training Examination (ABSITE) scores. Design This was a retrospective cohort study. Setting The study was performed in an academic surgical residency program in a tertiary care hospital, Cleveland Clinic Foundation, Cleveland, Ohio. Participants The participants were 140 surgical postgraduate year 1 residents from 2000 to 2009. Interns from 2000 to 2004 were grouped together and completed a self-directed learning curriculum. Interns from 2005 to 2009 participated in a structured educational curriculum that included lectures and the use of an online program. Lectures were based on the American College of Surgeons curriculum. The online program consisted of 8 to 12 hours of assigned tutorials and quizzes that corresponded to the lectures and 3 multiple-choice (MC) examinations. Results Use of a structured educational curriculum led to improved ABSITE scores (66 ± 9\%) compared with that of those who had no curriculum (55 ± 10\%, p < 0.001). Several variables positively correlated with the ABSITE score: United States Medical Licensing Examination step 1 score (p < 0.001), monthly quiz scores (p = 0.003), average MC examination scores (p = 0.005), lecture attendance (p = 0.02), and time spent online (p = 0.04). Multivariable analysis demonstrated that the step 1 United States Medical Licensing Examination score, time spent online, and MC examination score are predictive of total the ABSITE score. When ABSITE subscores (basic science and clinical science) were compared, the online curriculum had a greater effect on basic science subscores, whereas lectures had a greater effect on clinical science subscores. Conclusions Providing surgery residents a structured curriculum with lectures and an online component positively impacts ABSITE scores.",

keywords = "ABSITE, curriculum, intern, surgical education",

author = "Kelly, \{Dympna M.\} and London, \{Daniel A.\} and Allan Siperstein and Fung, \{John J.\} and Walsh, \{Matthew R.\}",

year = "2015",

doi = "10.1016/j.jsurg.2015.04.015",

language = "English",

volume = "72",

pages = "811--817",

journal = "Journal of Surgical Education",

issn = "1931-7204",

publisher = "Elsevier Inc.",

number = "5",

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T1 - A structured educational curriculum including online training positively impacts American board of surgery in-training examination scores

AU - Kelly, Dympna M.

AU - London, Daniel A.

AU - Siperstein, Allan

AU - Fung, John J.

AU - Walsh, Matthew R.

PY - 2015

Y1 - 2015

N2 - Objective To assess the effect of a structured postgraduate year 1 educational curriculum, including online surgical training, on American Board of Surgery In-Training Examination (ABSITE) scores. Design This was a retrospective cohort study. Setting The study was performed in an academic surgical residency program in a tertiary care hospital, Cleveland Clinic Foundation, Cleveland, Ohio. Participants The participants were 140 surgical postgraduate year 1 residents from 2000 to 2009. Interns from 2000 to 2004 were grouped together and completed a self-directed learning curriculum. Interns from 2005 to 2009 participated in a structured educational curriculum that included lectures and the use of an online program. Lectures were based on the American College of Surgeons curriculum. The online program consisted of 8 to 12 hours of assigned tutorials and quizzes that corresponded to the lectures and 3 multiple-choice (MC) examinations. Results Use of a structured educational curriculum led to improved ABSITE scores (66 ± 9%) compared with that of those who had no curriculum (55 ± 10%, p < 0.001). Several variables positively correlated with the ABSITE score: United States Medical Licensing Examination step 1 score (p < 0.001), monthly quiz scores (p = 0.003), average MC examination scores (p = 0.005), lecture attendance (p = 0.02), and time spent online (p = 0.04). Multivariable analysis demonstrated that the step 1 United States Medical Licensing Examination score, time spent online, and MC examination score are predictive of total the ABSITE score. When ABSITE subscores (basic science and clinical science) were compared, the online curriculum had a greater effect on basic science subscores, whereas lectures had a greater effect on clinical science subscores. Conclusions Providing surgery residents a structured curriculum with lectures and an online component positively impacts ABSITE scores.

AB - Objective To assess the effect of a structured postgraduate year 1 educational curriculum, including online surgical training, on American Board of Surgery In-Training Examination (ABSITE) scores. Design This was a retrospective cohort study. Setting The study was performed in an academic surgical residency program in a tertiary care hospital, Cleveland Clinic Foundation, Cleveland, Ohio. Participants The participants were 140 surgical postgraduate year 1 residents from 2000 to 2009. Interns from 2000 to 2004 were grouped together and completed a self-directed learning curriculum. Interns from 2005 to 2009 participated in a structured educational curriculum that included lectures and the use of an online program. Lectures were based on the American College of Surgeons curriculum. The online program consisted of 8 to 12 hours of assigned tutorials and quizzes that corresponded to the lectures and 3 multiple-choice (MC) examinations. Results Use of a structured educational curriculum led to improved ABSITE scores (66 ± 9%) compared with that of those who had no curriculum (55 ± 10%, p < 0.001). Several variables positively correlated with the ABSITE score: United States Medical Licensing Examination step 1 score (p < 0.001), monthly quiz scores (p = 0.003), average MC examination scores (p = 0.005), lecture attendance (p = 0.02), and time spent online (p = 0.04). Multivariable analysis demonstrated that the step 1 United States Medical Licensing Examination score, time spent online, and MC examination score are predictive of total the ABSITE score. When ABSITE subscores (basic science and clinical science) were compared, the online curriculum had a greater effect on basic science subscores, whereas lectures had a greater effect on clinical science subscores. Conclusions Providing surgery residents a structured curriculum with lectures and an online component positively impacts ABSITE scores.

KW - ABSITE

KW - curriculum

KW - intern

KW - surgical education

UR - https://www.scopus.com/pages/publications/84953834956

U2 - 10.1016/j.jsurg.2015.04.015

DO - 10.1016/j.jsurg.2015.04.015

M3 - Article

C2 - 26160131

AN - SCOPUS:84953834956

SN - 1931-7204

VL - 72

SP - 811

EP - 817

JO - Journal of Surgical Education

JF - Journal of Surgical Education

IS - 5

ER -

A structured educational curriculum including online training positively impacts American board of surgery in-training examination scores

Abstract

Keywords

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