Comparative evaluation of educational methods in surgical resident education
T. P. Wade and D. L. Kaminski
Department of Surgery, St Louis University, School of Medicine, MO.
OBJECTIVE: To determine the influence of study methods on American Board of
Surgery (ABS) examination performance. DESIGN: Performance on ABS
examinations by and faculty evaluations of 54 categorical surgical
residents from 1976 to 1992 were correlated with the residents' use of
commonly available educational methods (textbooks, Selected Readings in
General Surgery, grand rounds, preceptor guidance, clinical surgery review
courses, surgical science review courses, Surgical Education and
Self-Assessment Program [SESAP], and continuing medical education lectures)
in early, late, and after residency. SETTING: An average-sized midwestern
US university surgical residency. RESULTS: Residents who consistently
scored above the 33rd percentile on ABS examinations had used texts early,
Selected Readings later, and SESAP after residency more frequently than
those with ABS In-Training Examination scores in the lower one third.
Selected Readings and clinical review courses were associated with
significant increases in ABS percentile scores when used in late or after
residency and, along with SESAP, were used when residents improved their
low ABS In-Training Examination scores. CONCLUSIONS: Independent study
methods are the most effective pathway to successful ABS examination
performance. Formal surgical review courses may help improve the ABS
examination scores of residents at a higher risk of failure.
