Cognitive learning during surgical residency. A model for curriculum evaluation

• Published in: Annals of surgery Vol. 205; no. 2; pp. 208 - 212
• Main Authors: Rhodes, R S, Wile, M Z, Persons, M L, Shuck, J M
• Format: Journal Article
• Language: English
• Published: United States 01-02-1987
• Subjects: Curriculum; Educational Measurement; General Surgery - education; Internship and Residency
• ISSN: 0003-4932; 1528-1140
• DOI: 10.1097/00000658-198702000-00018

The program summary of the American Board of Surgery In-Service Training Exam (ABSITE) can be used to quantitate cognitive learning during a surgical residency and to identify areas of curricular weakness in a residency program. Knowledge on each question is categorized as high (known) or low (unknown) depending on the percentage of residents who answered correctly. Knowledge of Level 1 (entry) residents is then compared with Level 5 (exit) residents. Each ABSITE question can thus be categorized on entry versus exit as known-known, unknown-unknown, unknown-known, and known-unknown. Only about half of unknown knowledge on entry appears to become known on exit. Very little knowledge known on entry becomes unknown on exit. Weaknesses in specific subject areas can be readily identified by ranking questions according to the number of exiting residents who answer incorrectly. Use of this technique to quantitate cognitive learning in a residency program may allow objective assessment of changes in curriculum.