0
We're unable to sign you in at this time. Please try again in a few minutes.
Retry
We were able to sign you in, but your subscription(s) could not be found. Please try again in a few minutes.
Retry
There may be a problem with your account. Please contact the AMA Service Center to resolve this issue.
Contact the AMA Service Center:
Telephone: 1 (800) 262-2350 or 1 (312) 670-7827  *   Email: subscriptions@jamanetwork.com
Error Message ......
Correspondence |

Improved Performance on the American Board of Surgery In-Training Examination: A Personal or Collective Effort?

Rabih A. Chaer, MD; Jose R. Cintron, MD
Arch Surg. 2004;139(9):1025-1026. doi:10.1001/archsurg.139.9.1025-b.
Text Size: A A A
Published online

Extract

We read the article by de Virgilio et al1 with great interest. The authors concluded, after prospectively evaluating an educational intervention for a short period, that weekly reading assignments combined with weekly preparatory examinations significantly improved mean overall American Board of Surgery In-Training Examination (ABSITE) scores. The improved results are thought to be secondary to the educational intervention, even though the actual scores on the closed-book multiple-choice examinations did not correlate with the ABSITE scores. What is also interesting is that the scores on the muliple-choice examinations were not included in the overall resident evaluation process and that the exact amount of reading performed by each resident was not quantified. The ideal educational intervention is still debatable. Conference attendance2 does not significantly affect ABSITE performance, and results seem to be proportional to reading effort.3 This cannot be reliably tracked, and the same question persists throughout an individual's lifetime of education: can the collective effort replace personal motivation? Most students of knowledge will face the stress of proof, whether a midterm examination or a board recertification. The threat of failure drives effort, and it will be useful to see whether ABSITE results improve if scores are included in the resident evaluation process. This may become necessary as an additional proof of knowledge to be used by residency programs because ABSITE scores alone may not accurately measure competency, and they depend on several variables.4 In addition, would the same results be expected if online open- or closed-book examinations were adopted, and can the honor code guarantee personal reading effort?

Sign in

Create a free personal account to sign up for alerts, share articles, and more.

Purchase Options

• Buy this article
• Subscribe to the journal

First Page Preview

View Large
First page PDF preview

First Page Preview

View Large
First page PDF preview

Figures

Tables

References

Correspondence

CME
Also Meets CME requirements for:
Browse CME for all U.S. States
Accreditation Information
The American Medical Association is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians. The AMA designates this journal-based CME activity for a maximum of 1 AMA PRA Category 1 CreditTM per course. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Physicians who complete the CME course and score at least 80% correct on the quiz are eligible for AMA PRA Category 1 CreditTM.
Note: You must get at least of the answers correct to pass this quiz.
Please click the checkbox indicating that you have read the full article in order to submit your answers.
Your answers have been saved for later.
You have not filled in all the answers to complete this quiz
The following questions were not answered:
Sorry, you have unsuccessfully completed this CME quiz with a score of
The following questions were not answered correctly:
Commitment to Change (optional):
Indicate what change(s) you will implement in your practice, if any, based on this CME course.
Your quiz results:
The filled radio buttons indicate your responses. The preferred responses are highlighted
For CME Course: A Proposed Model for Initial Assessment and Management of Acute Heart Failure Syndromes
Indicate what changes(s) you will implement in your practice, if any, based on this CME course.
Submit a Comment

Multimedia

Some tools below are only available to our subscribers or users with an online account.

Sign in

Create a free personal account to sign up for alerts, share articles, and more.

Purchase Options

• Buy this article
• Subscribe to the journal

Related Content

Customize your page view by dragging & repositioning the boxes below.

See Also...
Articles Related By Topic
Related Collections
PubMed Articles
Jobs
brightcove.createExperiences();