Impact of a novel education curriculum on surgical training within an academic training program

Background. The training of the 21st century surgeon has become increasingly complex with the Accreditation Council for Graduate Medical Education (ACGME) core competency requirements and work-hour restrictions. Herein we report the two-year results of a novel problem-based learning education module at a large academic surgery program. Methods. All data were prospectively collected from 2004 to 2006 on all categorical residents in the department of surgery (n = 42). Analysis was performed to identify any correlation between class attendance and American Board of Surgery In-Service Training Exam (ABSITE) score performance (percentile change). All data were reported as a mean with a standard error of the mean. Categorical variables were analyzed using a paired Student's t-test. A bivariate correlation was calculated using Spearman's p correlation. Results. When comparing the 2004 scores (preprogram) to 2006 scores, there was significant score improvement (P <= 0.05), with a mean increase of 8% on ABSITE scores across all classes. Furthermore, from 2005 to 2006, the mean ABSITE score was stable for all classes with no significant decrease (P = 0.34). Of note, the PGY-4 class had a significant improvement of 15% (P :5 0.05). Bivariate analysis demonstrated a slight trend toward a significant relationship between class attendance and ABSITE score improvement, however, this did not reach statistical significance (P = 0.15). Conclusion. A problem-based learning (PBL) based education program can successfully meet the educational goals of a surgical training program. Furthermore, this program has demonstrated consistent results with maintenance of score improvements through a two-year period. (C) 2008 Elsevier Inc. All rights reserved.