Predicting and enhancing American Board of Surgery In-Training Examination performance: does writing questions really help?

BACKGROUND: The generative learning model posits that individuals remember content they have generated better than materials created by others. The goals of this study were to evaluate question generation as a study method for the American Board of Surgery In-Training Examination (ABSITE) and determine whether practice test scores and other data predict ABSITE performance. METHODS: Residents (n = 206) from 6 general surgery programs were randomly assigned to one of the two study conditions. One group wrote questions for practice examinations. All residents took 2 practice examinations. RESULTS: There was not a significant effect of writing questions on ABSITE score. Practice test scores, United States Medical Licensing Examination Step 1 scores, and previous ABSITE scores were significantly correlated with ABSITE performance. CONCLUSIONS: The generative learning model was not supported. Performance on practice tests and other data can be used for early identification of residents at risk of performing poorly on the ABSITE.

Development and construct validity of a low-fidelity training platform for driving large and small suture needles.

BACKGROUND: The objective of this study was to describe and validate a novel training platform for driving large and small suture needles, which can ultimately be used for elemental vascular surgical training. METHODS: We developed a novel trainer and proficiency-based training curriculum that provides a platform for practice with handling fine vascular tools and needles as well as precision in suture targeting. The trainer comprises 2 concentric circles printed on cotton fiber material with 8 evenly spaced targets on each circle. The first exercise was designed for practice with Castroviejo needle drivers and a fine needle such that the needle is passed through all targets in sequential order. A second, larger figure serves the same function but is designed for conventional needle drivers and a larger needle. A total of 5 attending surgeons from vascular and trauma surgery were recruited to serve as "expert" participants. These surgeons completed 3 repetitions of each task, which were used to develop proficiency timing and quality standards for practice. The curriculum was validated by recruiting 10 senior surgical residents and 12 surgical interns. Senior residents completed 3 repetitions of each task. Each first-year resident completed a proctored pretest, trained to proficiency by self-paced practice on the trainer according to standards set by the attending surgeons, and completed a proctored posttest. RESULTS: First-year residents performed significantly worse on the pretest compared with senior residents and faculty surgeons on both exercises (small figure = 58.9 vs 174.2 vs 201.3, p < 0.001; large figure = 112.1 vs 202.9 vs 198.1, p < 0.001). After proficiency-based practice, first-year residents improved significantly from pretest to posttest (small figure = 216.0 vs 58.9, p < 0.001; large figure = 211.7 vs 112.1, p = 0.001). CONCLUSIONS: The vascular trainer platform demonstrated construct validity for self-paced elemental vascular surgical practice.

A Comparison of Teaching Modalities and Fidelity of Simulation Levels in Teaching Resuscitation Scenarios.

INTRODUCTION: The purpose of our study was to examine the ability of novices to learn selected aspects of Advanced Cardiac Life Support (ACLS) in training conditions that did not incorporate simulation compared to those that contained low- and high-fidelity simulation activities. We sought to determine at what level additional educational opportunities and simulation fidelity become superfluous with respect to learning outcomes. METHODS: Totally 39 medical students and physician assistant students were randomly assigned to 4 training conditions: control (lecture only), video-based didactic instruction, low-, and high-fidelity simulation activities. Participants were assessed using a baseline written pretest of ACLS knowledge. Following this, all participants received a lecture outlining ACLS science and algorithm interpretation. Participants were then trained in specific aspects of ACLS according to their assigned instructional condition. After training, each participant was assessed via a Megacode performance examination and a written posttest. RESULTS: All groups performed significantly better on the written posttest compared with the pretest (p < 0.001); however, no groups outperformed any other groups. On the Megacode performance test, the video-based, low-, and high-fidelity groups performed significantly better than the control group (p = 0.028, p < 0.001, p = 0.019). Equivalence testing revealed that the high-fidelity simulation condition was statistically equivalent to the video-based and low-fidelity simulation conditions. CONCLUSION: Video-based and simulation-based training is associated with better learning outcomes when compared with traditional didactic lectures only. Video-based, low-fidelity, and high-fidelity simulation training yield equivalent outcomes, which may indicate that high-fidelity simulation is superfluous for the novice trainee.