RESUMO
OBJECTIVE: We hypothesized residents enrolled in an Accelerated Clinical Education in Surgery (ACES) program would improve their scores to above the 30th percentile. We analyzed which components of ACES correlated with improvement. DESIGN AND SETTING: A retrospective review of three academic cycles (2018-2021) at an academic general surgery residency. PARTICIPANTS: Residents scoring ≤30th percentile on the ABSITE were enrolled in ACES. Baseline demographics including STEP scores were collected. ACES included: (1) SCORE and DeckerMed assignments (2) Weekly faculty review sessions and (3) Monthly meeting with assigned mentor. Data were analyzed by Student's t-test, one-way ANOVA and Fisher's exact test. RESULTS: Twenty-six surgical residents enrolled in ACES. Compared to residents not in ACES, there was no significant difference females (15 vs. 15; pâ¯=â¯0.19) and STEP 2 scores (241 vs. 246; pâ¯=â¯0.06). Residents in ACES had significantly lower STEP 1 (225 vs. 237; p < 0.001) and STEP 3 (212 vs. 223; p < 0.001) scores. Demographics of ACES residents who subsequently scored >30th percentile were similar to those who didn't, except for STEP 3 scores (216 vs. 204; pâ¯=â¯0.008). For residents in ACES, the completion of assignments between July and January was significantly higher for those who subsequently achieved an ABSITE score >30th percentile: TWIS, 77% vs. 53% (pâ¯=â¯0.022), Decker WC, 80% vs. 49% (pâ¯=â¯0.009) and Decker MR, 53% vs. 29% (pâ¯=â¯0.016). Completion of an online practice exam prior to ABSITE also correlated with score >30th percentile (57% vs. 13%, pâ¯=â¯0.007). There was also no correlation between the number of faculty review sessions and ABSITE (11.5 vs.11.9, pâ¯=â¯0.931). CONCLUSIONS: Participation in a structured online program of reading and quizzes was durably effective in improving ABSITE scores >30th percentile. Completion of online assignments, rather than scores on practice tests or review sessions, appeared to be the most important factor for success.