Pletch Alison, Craig Wendy, Rappold Joseph, Whiting James, Turner Christopher
Department of Surgery, Maine Medical Center, Portland, Maine.
Maine Medical Center Research Institute, Scarborough, Maine.
J Surg Educ. 2021 Jan-Feb;78(1):43-49. doi: 10.1016/j.jsurg.2020.06.025. Epub 2020 Jul 18.
Undergraduate and graduate education research has stratified study strategies from low-utility to high-utility with respect to durable learning. The purpose of this study was to determine the prevalence of these evidence-based learning strategies among surgery residents in preparation for the American Board of Surgery In-Training Examination (ABSITE).
A 23-item survey was administered during individual interviews. It assessed whether they had a study plan, and the average length and frequency of their independent study, both during the year and the month prior to the ABSITE. Data were also collected on their primary resources and study strategies. Residents rated their usage of those strategies based on a 5-point Likert scale.
Maine Medical Center, an academic tertiary care center located in Portland, ME.
All residents in the Department of Surgery.
Residents (n= 23) intensified their preparation for the ABSITE in the month prior to the exam compared to the remainder of the year, adopting study plans (87% vs 61%, p = 0.53) and increasing the time spent studying (median, 420 vs 120 minutes per week, p < 0.001). Primary resources used were textbooks (65%), ABSITE review books (26%) and online question banks (9%). All residents (100%) often or always used testing, but fewer residents often or always used spacing (24%), both considered high-utility strategies. Most residents (60%) often or always used highlighting, considered a low-utility strategy. There were no relationships between study strategies and ABSITE scores.
All residents use self-testing as a study strategy. Most underuse spacing and overuse highlighting. Further research is needed to establish the relationship between these study strategies and ABSITE scores.
本科和研究生教育研究已根据持久学习的效果，将学习策略从低效用到高效用进行了分层。本研究的目的是确定这些循证学习策略在美国外科委员会住院医师培训考试（ABSITE）备考期间在外科住院医师中的流行程度。
在个人访谈期间进行了一项包含23个条目的调查。该调查评估了他们是否有学习计划，以及他们在ABSITE考试当年和考试前一个月进行自主学习的平均时长和频率。还收集了他们的主要学习资源和学习策略的数据。住院医师根据5点李克特量表对这些策略的使用情况进行评分。
缅因州医疗中心，位于缅因州波特兰的一所学术性三级医疗中心。
外科系的所有住院医师。
与一年中的其他时间相比，住院医师（n = 23）在考试前一个月加强了对ABSITE的备考，采用了学习计划（87%对61%，p = 0.53），并增加了学习时间（中位数，每周420分钟对120分钟，p < 0.001）。使用的主要资源是教科书（65%）、ABSITE复习资料（26%）和在线题库（9%）。所有住院医师（100%）经常或总是使用测试，但较少住院医师经常或总是使用间隔学习法（24%），这两种方法都被视为高效用策略。大多数住院医师（60%）经常或总是使用划重点，这被视为低效用策略。学习策略与ABSITE考试成绩之间没有关联。
所有住院医师都将自我测试作为一种学习策略。大多数人间隔学习法使用不足，划重点使用过度。需要进一步研究来确定这些学习策略与ABSITE考试成绩之间的关系。
