Ferguson Charles M, Warshaw Andrew L
Department of Surgery, Massachusetts General Hospital and Harvard Medical School, Boston 02114, USA.
Arch Surg. 2006 Apr;141(4):414-6; discussion 417. doi: 10.1001/archsurg.141.4.414.
Usage of a Web-based educational tool will improve residents' scores on the American Board of Surgery In-Training Examination (ABSITE).
Before and after trial.
Academic surgical residency in a tertiary care university hospital.
Nineteen postgraduate year 1 (PGY1) and PGY2 residents.
All PGY1 and PGY2 residents were given unlimited access to a Web-based educational tool aimed at early-level residents in surgery. The educational tool covers the basic science of surgery and basic concepts of clinical surgery and uses a variety of educational techniques (readings, problem-based learning, case-based learning, and practice tests). Although residents were encouraged to complete the learning package, they were not required to do so.
The ABSITE scores and changes in ABSITE scores were compared with the amount of time residents spent using the program and the number of tutorials completed.
There was no significant difference in ABSITE scores before or after the use of the Web-based educational tool. There was no significant relationship between use of the tool (either in total time or total tutorials) and ABSITE score. For PGY2 residents, there was a negative relationship between total time spent on the program and ABSITE score (linear regression analysis best-fit slope, -0.20 +/- 0.1; r2 = 0.33) and total tutorials completed and ABSITE score (linear regression analysis best-fit slope, -0.34 +/- 0.22; r2 = 0.25).
There was no demonstrable beneficial effect of a Web-based educational tool on cognitive knowledge of residents as measured by ABSITE scores.
使用基于网络的教育工具将提高住院医师在美国外科委员会住院医师培训考试（ABSITE）中的成绩。
前后试验。
一所三级医疗大学医院的学术外科住院医师培训项目。
19名一年级（PGY1）和二年级（PGY2）住院医师。
所有PGY1和PGY2住院医师可无限制使用一款针对初级外科住院医师的基于网络的教育工具。该教育工具涵盖外科学基础科学和临床外科基本概念，并采用多种教育技术（阅读、基于问题的学习、基于案例的学习和实践测试）。虽然鼓励住院医师完成学习包，但不要求他们这样做。
将ABSITE成绩及成绩变化与住院医师使用该程序的时间和完成的教程数量进行比较。
使用基于网络的教育工具前后，ABSITE成绩无显著差异。工具的使用（无论是总时间还是总教程数）与ABSITE成绩之间无显著关系。对于PGY2住院医师，在该程序上花费的总时间与ABSITE成绩之间存在负相关（线性回归分析最佳拟合斜率，-0.20±0.1；r2 = 0.33），完成的总教程数与ABSITE成绩之间也存在负相关（线性回归分析最佳拟合斜率，-0.34±0.22；r2 = 0.25）。
通过ABSITE成绩衡量，基于网络的教育工具对住院医师的认知知识没有明显的有益影响。
