Jessica G Y Luc1, Edward D Verrier2, Mark S Allen3, Lauren Aloia4, Craig Baker5, James I Fann6, Mark D Iannettoni7, Stephen C Yang8, Ara A Vaporciyan9, Mara B Antonoff10. 1. Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Alberta, Canada. 2. Division of Cardiothoracic Surgery, University of Washington, Seattle, Wash. 3. Department of Surgery, Mayo Clinic, Rochester, Minn. 4. Joint Council on Thoracic Surgery Education, Chicago, Ill. 5. Department of Cardiothoracic Surgery, University of Southern California Keck School of Medicine, Los Angeles, Calif. 6. Department of Cardiothoracic Surgery, Stanford University Medical Center, Stanford, Calif. 7. Division of Thoracic Surgery, East Carolina Heart Institute at East Carolina University, Greenville, NC. 8. Division of Thoracic Surgery, John Hopkins University School of Medicine, Baltimore, Md. 9. Department of Thoracic and Cardiovascular Surgery, University of Texas MD Anderson Cancer Center, Houston, Tex. 10. Department of Thoracic and Cardiovascular Surgery, University of Texas MD Anderson Cancer Center, Houston, Tex. Electronic address: mbantonoff@mdanderson.org.
Abstract
OBJECTIVE: Web-based curricula provide login data that can be advantageously used to characterize and analyze study habits. We sought to compare thoracic surgical trainee In-Training Examination percentiles with regard to their study habits (ie, cramming), as characterized by curriculum login frequency to the national Web-based Thoracic Surgery Curriculum. Furthermore, we then aimed to characterize the curriculum login frequency of trainees as stratified by their performance on the In-Training Examination and their improvement on the In-Training Examination over subsequent years. METHODS: We performed a retrospective review of trainees who accessed the curriculum before the 2014 In-Training Examination, with curriculum login data collected from site analytics. Scores were compared between trainees who crammed (≥30% increase in logins in the month before the In-Training Examination) and those who did not. Trainees were stratified on the basis of 2014 In-Training Examination percentile and improvement in percentile from 2013 to 2014 into high, medium, and low scorers and improvers. RESULTS: Of 256 trainees who took the 2014 In-Training Examination, 63 (25%) met criteria as crammers. Crammers increased total study sessions immediately before the In-Training Examination (P < .001), but without impact on 2014 In-Training Examination percentile (P = .995) or year-to-year improvement (P = .234). Stratification by In-Training Examination percentile demonstrated that highest scoring trainees used the curriculum more frequently in the final month than medium-range scorers (P = .039). When stratified by extent of year-to-year improvement, those who improved the most accessed the curriculum significantly more often in the last month compared with baseline (P = .040). Moreover, those with greatest improvement logged in more in the final month than those with least improvement (P = .006). CONCLUSIONS: Increasing the frequency of study periods on the national Web-based thoracic surgery curriculum before the In-Training Examination may have a unique benefit to trainees who initially score low to allow them to significantly improve their subsequent year In-Training Examination performance.
OBJECTIVE: Web-based curricula provide login data that can be advantageously used to characterize and analyze study habits. We sought to compare thoracic surgical trainee In-Training Examination percentiles with regard to their study habits (ie, cramming), as characterized by curriculum login frequency to the national Web-based Thoracic Surgery Curriculum. Furthermore, we then aimed to characterize the curriculum login frequency of trainees as stratified by their performance on the In-Training Examination and their improvement on the In-Training Examination over subsequent years. METHODS: We performed a retrospective review of trainees who accessed the curriculum before the 2014 In-Training Examination, with curriculum login data collected from site analytics. Scores were compared between trainees who crammed (≥30% increase in logins in the month before the In-Training Examination) and those who did not. Trainees were stratified on the basis of 2014 In-Training Examination percentile and improvement in percentile from 2013 to 2014 into high, medium, and low scorers and improvers. RESULTS: Of 256 trainees who took the 2014 In-Training Examination, 63 (25%) met criteria as crammers. Crammers increased total study sessions immediately before the In-Training Examination (P < .001), but without impact on 2014 In-Training Examination percentile (P = .995) or year-to-year improvement (P = .234). Stratification by In-Training Examination percentile demonstrated that highest scoring trainees used the curriculum more frequently in the final month than medium-range scorers (P = .039). When stratified by extent of year-to-year improvement, those who improved the most accessed the curriculum significantly more often in the last month compared with baseline (P = .040). Moreover, those with greatest improvement logged in more in the final month than those with least improvement (P = .006). CONCLUSIONS: Increasing the frequency of study periods on the national Web-based thoracic surgery curriculum before the In-Training Examination may have a unique benefit to trainees who initially score low to allow them to significantly improve their subsequent year In-Training Examination performance.
Authors: Jessica G Y Luc; Alejandro Pizano; Farhad Udwadia; Saurabh Gupta; Mohammed Dairywala; Catherine Joyce; Emily Robinson; Grahame Rush; Joel Dunning; Patrick O Myers; Mara B Antonoff; Tom C Nguyen Journal: J Thorac Dis Date: 2022-09 Impact factor: 3.005
Authors: Alexander A Brescia; Clauden Louis; Jessica G Y Luc; Garrett N Coyan; Jason J Han; David Blitzer; Fatima G Wilder; Curtis S Bergquist; Jordan P Bloom; Rishindra M Reddy; Gurjit Sandhu; J Hunter Mehaffey Journal: JTCVS Open Date: 2022-05-13