Mahmoud Ahmed, Andrus Charles H, Matolo Nathaniel M, Ward Coburn C
Department of Surgery, San Joaquin General Hospital, 500 W. Hospital Rd., French Camp, CA 95231, USA.
Am J Surg. 2006 Jun;191(6):812-6. doi: 10.1016/j.amjsurg.2005.07.042.
The collective study habits of 1 group of residents involved in educationally distinct periods of time in a community-based general surgery residency program were evaluated.
American Board of Surgery In-Training Exam (ABSITE) score results of 31 residents were calculated during 3 distinctive educational time periods: resident independent, self-directed study; resident-directed study with weekly systematic textbook reviews; and faculty-directed study with additional formal basic science and clinical lectures.
Aggregate higher scores were observed when ABSITE results for the directed study period were compared with those observed during the independent study period in mid-level resident years (postgraduate year [PGY] 2 to 4).
With limited faculty resources, community-based surgery residency programs have more challenges in opportunities for resident acquisition of cognitive knowledge and subsequent quantitative improvement in ABSITE scores. This study demonstrated a successful methodology particularly in the face of mandated limitation of weekly resident work hours and diminishing allocated education resources.
对一组参与社区普通外科住院医师培训项目中不同教育阶段的住院医师的集体学习习惯进行了评估。
计算了31名住院医师在三个不同教育阶段的美国外科委员会住院医师培训考试（ABSITE）成绩：住院医师自主、自我指导学习阶段；住院医师指导学习并每周进行系统教科书复习阶段；教员指导学习并增加正式基础科学和临床讲座阶段。
在中级住院医师阶段（研究生第2至4年），将指导学习阶段的ABSITE成绩与自主学习阶段的成绩进行比较时，观察到总体得分更高。
由于教员资源有限，基于社区的外科住院医师培训项目在住院医师获取认知知识的机会以及随后ABSITE成绩的量化提高方面面临更多挑战。本研究展示了一种成功的方法，特别是在面对每周住院医师工作时间的强制限制和分配的教育资源减少的情况下。
