Dirschl Douglas R, Campion Edmund R, Gilliam Karen
Department of Orthopaedics, University of North Carolina School of Medicine, Chapel Hill, NC 27599-7055, USA.
Clin Orthop Relat Res. 2006 Aug;449:44-9. doi: 10.1097/01.blo.0000224036.46721.d6.
Selection of orthopaedic residents can be a difficult process; we have endeavored to make it more objective by developing a scoring methodology for screening applications. The purpose of this investigation is to determine if an academic score, using objective elements only, will discriminate among applicants and will correlate with outcomes. Applications to our orthopaedic residency program for 2004 and 2005 were assigned an academic score as a screening tool in the residency selection process. Data was analyzed for the entire group both by gender and whether the applicant had interviewed for the program. Additionally, the applications of program graduates over the past 5 years were retrospectively assigned academic scores, which were compared with outcomes of the training program. Academic scores for applicants formed a generally normal distribution, and residents training in the program generally had higher scores. The distribution of scores for female applicants was similar to male applicants; however, a greater percentage of female applicants interviewed for the program. Scores on the OITE and ABOS examinations tended to parallel academic scores, but faculty ratings of performance in the program showed no difference between those with high and low academic scores. Calculating academic scores makes the application screening process more objective but does not appear to correlate with outcomes of the training program.
骨科住院医师的选拔可能是一个艰难的过程；我们努力通过开发一种筛选申请的评分方法使其更加客观。本研究的目的是确定仅使用客观因素的学术评分是否能区分申请者，并与结果相关。在2004年和2005年申请我们骨科住院医师项目的过程中，学术评分被用作住院医师选拔过程中的一种筛选工具。对整个群体的数据按性别以及申请者是否参加了该项目的面试进行了分析。此外，对过去5年该项目毕业生的申请进行了回顾性学术评分，并与培训项目的结果进行了比较。申请者的学术评分总体呈正态分布，在该项目中接受培训的住院医师通常得分更高。女性申请者的分数分布与男性申请者相似；然而，参加该项目面试的女性申请者比例更高。骨科住院医师培训考试（OITE）和美国骨科医师协会（ABOS）考试的分数往往与学术评分平行，但项目中教师对表现的评分在学术评分高和低的人之间没有差异。计算学术评分使申请筛选过程更加客观，但似乎与培训项目的结果无关。
