COMPARATIVE-EVALUATION OF EDUCATIONAL-METHODS IN SURGICAL RESIDENT EDUCATION

Objective: To determine the influence of study methods on American Boa rd of Surgery (ABS) examination performance. Design: Performance on AB S examinations by and faculty evaluations of 54 categorical surgical r esidents from 1976 to 1992 were correlated with the residents' use of commonly available educational methods (textbooks, Selected Readings i n General Surgery, grand rounds, preceptor guidance, clinical surgery review courses, surgical science review courses, Surgical Education an d Self-Assessment Program [SESAP], and continuing medical education le ctures) in early, late, and after residency. Setting: An average-sized midwestern US university surgical residency. Results: Residents who c onsistently scored above the 33rd percentile on ABS examinations had u sed texts early, Selected Readings later, and SESAP after residency mo re frequently than those with ABS In-Training Examination scores in th e lower one third. Selected Readings and clinical review courses were associated with significant increases in ABS percentile scores when us ed in late or after residency and, along with SESAP, were used when re sidents improved their low ABS In-Training Examination scores. Conclus ions: Independent study methods are the most effective pathway to succ essful ABS examination performance. Formal surgical review courses may help improve the ABS examination scores of residents at a higher risk of failure.