Prospective Factors that Predict American Board of Surgery In-Training Examination Performance: A Systematic Review

2021 ◽  
pp. 000313482110586
Author(s):  
David R Velez
Keyword(s):  
At Risk ◽  
Prior Knowledge ◽  
Literature Search ◽  
Medical Knowledge ◽  
Poor Performance ◽  
Clinical Evaluations ◽  
Examination Performance ◽  
Knowledge Based ◽  
Usmle Step ◽  
American Board Of Surgery

Introduction American Board of Surgery In-Training Examination (ABSITE) performance has become an important factor when monitoring resident progress. Understanding which prospective factors predict performance can help identify residents at risk. Methods A literature search was conducted searching PubMed, EMBASE, and JAMA Network from June 2011 to June 2021, in accordance with the PRISMA guidelines. Searches were performed for the terms “ABSITE” and “American Board of Surgery In-Training Examination.” Prospective factors such as prior examination performance, clinical evaluations, and demographics were evaluated. Results A final 35 studies were included. The prospective factor most consistently found to predict ABSITE performance is performance on prior knowledge-based examinations such as the USMLE step exams. The ACGME Medical Knowledge 1 milestone evaluation also appears to correlate to ABSITE performance, although clinical evaluations, in general, do not. Demographics have no significant correlation to ABSITE performance. Discussion Using performance on prior knowledge-based examinations programs may be able to identify residents at risk for failing ABSITE. It may be possible to initiate early intervention before rather than only remediation after poor performance.

Faculty evaluations of resident medical knowledge: can they be used to predict American Board of Surgery In-Training Examination performance?

2015 ◽  
Vol 209 (6) ◽  
pp. 1095-1101 ◽  
Author(s):  
Dawn M. Elfenbein ◽  
Rebecca S. Sippel ◽  
Robert McDonald ◽  
Tammy Watson ◽  
John E. Scarborough ◽  
...  
Keyword(s):  
Medical Knowledge ◽  
Faculty Evaluations ◽  
Examination Performance ◽  
American Board Of Surgery

scholarly journals Identifying students at risk for poor performance on the USMLE Step 2

1999 ◽  
Vol 74 (10) ◽  
pp. S45-8 ◽  
Author(s):  
D R Ripkey ◽  
S M Case ◽  
D B Swanson
Keyword(s):  
At Risk ◽  
Poor Performance ◽  
Students At Risk ◽  
Usmle Step

scholarly journals Medical student misconceptions in cardiovascular physiology

2021 ◽  
Vol 45 (2) ◽  
pp. 241-249
Author(s):  
Stephen J. Bordes ◽  
Roni Manyevitch ◽  
John D. Huntley ◽  
Yun Li ◽  
Ian V. J. Murray
Keyword(s):  
Medical Students ◽  
Prior Knowledge ◽  
Medical Knowledge ◽  
Education Level ◽  
Published Data ◽  
Cardiovascular Physiology ◽  
Knowledge Based ◽  
Student Misconceptions ◽  
Remedial Teaching ◽  
Lecture Instruction

Students find cardiovascular physiology challenging. Misunderstandings can be due to the nature of the subject, the way it is taught, and prior knowledge, which impede learning of new concepts. Some misunderstood concepts can be corrected with teaching (i.e., preconceptions), whereas others are resistant to instruction (i.e., misconceptions). A set of questions, specifically created by a panel of physiology experts to probe difficult cardiovascular concepts, was used to identify preconceptions, misconceptions, and the effect of education level on question performance. The introductory cardiovascular lecture used in this study was created based on these questions. In-class polling of medical students’ ( n = 736) performance was performed using the Turning-Point clicker response system during lecture instruction. Results were compared with published data from undergraduates ( n = 1,076) who completed the same questions but without prior instruction. To our knowledge, there have been no studies directly comparing performance using the same instrument and large numbers of undergraduate and medical students. A higher education level was associated with increased performance (preconceptions), whereas several concepts resistant to instruction (misconceptions) were identified. Findings suggest that prior knowledge interfered with the acquisition of medical knowledge. Based on these results, potential causes for these misconceptions and remedial teaching suggestions are discussed.

Weekly Reading Assignments and Examinations Result in Sustained Improvement in American Board of Surgery In-Training Examination (ABSITE) Scores

2005 ◽  
Vol 71 (10) ◽  
pp. 830-832 ◽  
Author(s):  
Christian De Virgilio ◽  
Bruce E. Stabile
Keyword(s):  
Medical Knowledge ◽  
Poor Performance ◽  
Sustained Improvement ◽  
Specific Reading ◽  
Group I ◽  
The Mean ◽  
Group 2 ◽  
American Board Of Surgery ◽  
General Surgery Training ◽  
Group 1

The American Board of Surgery In-Training Examination (ABSITE) score is used by general surgery training programs as a measure of the medical knowledge component of the Accreditation Council of Graduate Medical Education competencies. Poor performance on ABSITE (<35%) has correlated with high failure rates on the American Board of Surgery Qualifying Examination. We previously demonstrated an improvement in ABSITE scores over a 1-year period through the initiation of weekly reading assignments and review examinations. We sought to determine whether this educational endeavor would result in a sustained improvement in ABSITE scores over several years. ABSITE scores from two successive, 3-year time periods (1999-2001, Group 1, 2002-2004, Group 2), were compared. For Group 1, no formal reading assignments or preparatory exams were given. For Group 2, weekly reading assignments and examinations were administered by the faculty. For Group I, the mean ABSITE score was 60 per cent, versus 75 per cent ( P < 0.01) for Group 2. In Group 1,13 out of 76 scores (17%) were below 35 per cent, whereas in Group 2, only 4 out of 74 scores (5%) were below 35 per cent ( P = 0.03). Sustained improvement in ABSITE scores and fewer scores <35 per cent were achieved over a 3-year period with an educational program of weekly topic-specific reading assignments and written review examinations.

scholarly journals Prior knowledge-based approach for associating contaminants with biological effects: A case study in the St. Croix River basin, MN, WI, USA

2017 ◽  
Vol 221 ◽  
pp. 427-436 ◽  
Author(s):  
Anthony L. Schroeder ◽  
Dalma Martinović-Weigelt ◽  
Gerald T. Ankley ◽  
Kathy E. Lee ◽  
Natalia Garcia-Reyero ◽  
...  
Keyword(s):  
Prior Knowledge ◽  
River Basin ◽  
Biological Effects ◽  
Knowledge Based

A noise reduction method for semi-supervised community detection based on harmonic function

2018 ◽  
Vol 32 (14) ◽  
pp. 1850166 ◽  
Author(s):  
Lilin Fan ◽  
Kaiyuan Song ◽  
Dong Liu
Keyword(s):  
Harmonic Function ◽  
Prior Knowledge ◽  
Community Detection ◽  
Detection Methods ◽  
Detection Process ◽  
Knowledge Based ◽  
Detection Approach ◽  
Series Of Experiments ◽  
Novel Strategy ◽  
The Impact

Semi-supervised community detection is an important research topic in the field of complex network, which incorporates prior knowledge and topology to guide the community detection process. However, most of the previous work ignores the impact of the noise from prior knowledge during the community detection process. This paper proposes a novel strategy to identify and remove the noise from prior knowledge based on harmonic function, so as to make use of prior knowledge more efficiently. Finally, this strategy is applied to three state-of-the-art semi-supervised community detection methods. A series of experiments on both real and artificial networks demonstrate that the accuracy of semi-supervised community detection approach can be further improved.

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