Muganlinskaya Nargiz, Mollaeian Arash, Karpman Mitchell
Department of Medicine, Luminis Health Anne Arundel Medical Center, Annapolis, MD, USA.
Department of Medicine, Medstar Health Internal Medicine Residency Program, Baltimore, MD, USA.
J Community Hosp Intern Med Perspect. 2021 Sep 20;11(5):608-611. doi: 10.1080/20009666.2021.1944018. eCollection 2021.
The internal medicine in-training examination (IM-ITE) has been traditionally used as a measuring tool to evaluate the base of knowledge of the residents in internal medicine residency programs across the US. Multiple interventions has been applied and studied to increase the first-time passing rate of ABIM, as it is an indicator of each residency program's performance and ranking. Additionally, studies have demonstrated that different learning styles and preferences are a predictor of exam results; however, it is not well known whether certain preferred learning styles are correlated with certain IM-ITE results. Primary objective of our study was to find a correlation between residents' preferred learning style, based on Kolb learning style inventory, and their PGY1 and PGY2 IM-ITE performance score difference. Secondary objective was to find the correlation between PGY2s' IM-ITE score and their preferred learning styles based on the Kolb learning style inventory. Mean scores of PGY1 and PGY2 IM-ITE were compared in each learning style group. Additionally, the mean difference between the PGY1 and PGY2 IM-ITE scores for each learning group was compared as well. The analysis of the mean IM-ITE score from PGY1 to PGY2 between groups revealed a statistically significant improvement in IM-ITE score from PGY1 to PGY2 in all groups, however, with a larger difference in one of the groups.
内科住院医师在职考试（IM-ITE）传统上一直被用作评估美国内科住院医师培训项目中住院医师知识基础的一种测量工具。为提高美国内科医学委员会（ABIM）首次通过率，人们已应用并研究了多种干预措施，因为这是每个住院医师培训项目表现和排名的一个指标。此外，研究表明，不同的学习方式和偏好是考试成绩的一个预测因素；然而，尚不清楚某些偏好的学习方式是否与特定的IM-ITE成绩相关。我们研究的主要目的是基于科尔布学习风格量表，找出住院医师偏好的学习方式与其PGY1和PGY2阶段IM-ITE成绩差异之间的相关性。次要目的是基于科尔布学习风格量表，找出PGY2阶段住院医师的IM-ITE成绩与其偏好的学习方式之间的相关性。对每个学习风格组的PGY1和PGY2阶段IM-ITE的平均成绩进行了比较。此外，还比较了每个学习组PGY1和PGY2阶段IM-ITE成绩的平均差异。对各学习组从PGY1到PGY2阶段IM-ITE平均成绩的分析显示，所有组从PGY1到PGY2阶段IM-ITE成绩均有统计学上的显著提高，不过，其中一个组的差异更大。
