Shaw Christiana M, Tan Sanda A
Department of Surgery, University of Florida, Gainesville, Florida.
Department of Surgery, University of Florida, Gainesville, Florida.
J Surg Educ. 2015 Jul-Aug;72(4):670-3. doi: 10.1016/j.jsurg.2015.01.015. Epub 2015 Mar 29.
Traditional education consists of didactics and book learning. Recently, technology has been integrated into graduate medical education, primarily in the form of simulation. The primary aim of this study was to investigate if a novel smartphone application using technology to engage learners would improve participation in an educational activity when compared with a daily e-mail format and how this use translated to performance on standardized testing.
The UF Surgery App (App), which is a smartphone application, was developed to deliver 2 questions from a general surgery educational database every weekday from October to February 2013. The App, developed for iOS, featured a notification alarm and a reminder icon to actively engage the learner. Learners who used the App responded to multiple-choice questions and were provided instantaneous feedback in the form of a correct answer with an explanation. The response rate and answers were collected prospectively and compared with the American Board of Surgery In-Training Examination score.
University of Florida, College of Medicine, Gainesville, Florida, a university teaching hospital.
A total of 46 general surgical residents were enrolled in a university training program. Participation was voluntary.
Overall, 26 of 46 (57%) residents participated. Of the users, 70% answered more than 20% of the questions, while 46% responded to more than 70% of questions. The percentage of correct answers on the App was positively correlated with standardized score (p = 0.005), percentage correct (p = 0.02), and percentile (p = 0.034) on the ABSITE examination.
Technology can be used to actively engage residents. Deployment of this novel App improved participation over a daily question-answer e-mail format, and answers correlated with standardized test performance. The effect of the App on overall education is unclear, and a multi-institutional study has been initiated.
传统教育包括讲授法和书本学习。最近，技术已被融入毕业后医学教育，主要形式为模拟。本研究的主要目的是调查与每日电子邮件形式相比，一款利用技术吸引学习者的新型智能手机应用程序是否会提高教育活动的参与度，以及这种应用如何转化为标准化测试中的表现。
UF外科应用程序（应用程序）是一款智能手机应用程序，于2013年10月至2月的每个工作日从普通外科教育数据库中提供2个问题。该应用程序是为iOS系统开发的，具有通知警报和提醒图标以积极吸引学习者。使用该应用程序的学习者回答多项选择题，并以带有解释的正确答案形式获得即时反馈。前瞻性收集回复率和答案，并与美国外科委员会住院医师培训考试成绩进行比较。
佛罗里达大学医学院，位于佛罗里达州盖恩斯维尔的一所大学教学医院。
共有46名普通外科住院医师参加了大学培训项目。参与是自愿的。
总体而言，46名居民中有26名（57%）参与。在用户中，70%回答了超过20%的问题，而46%回答了超过70%的问题。应用程序上的正确答案百分比与ABSITE考试的标准化分数（p = 0.005）、正确百分比（p = 0.02）和百分位数（p = 0.034）呈正相关。
技术可用于积极吸引住院医师。这款新型应用程序的部署比每日问答电子邮件形式提高了参与度，且答案与标准化测试表现相关。该应用程序对整体教育的影响尚不清楚，已启动一项多机构研究。
