AI Article Synopsis
- The study investigates whether generating questions as a study method improves performance on the American Board of Surgery In-Training Examination (ABSITE) compared to traditional studying.
- A total of 206 residents from six general surgery programs participated, with one group focused on writing questions and all taking two practice exams.
- Results showed no significant improvement in ABSITE scores from writing questions, but practice test scores and other factors were effective in predicting ABSITE performance.
Article Abstract
Background: The generative learning model posits that individuals remember content they have generated better than materials created by others. The goals of this study were to evaluate question generation as a study method for the American Board of Surgery In-Training Examination (ABSITE) and determine whether practice test scores and other data predict ABSITE performance.
Methods: Residents (n = 206) from 6 general surgery programs were randomly assigned to one of the two study conditions. One group wrote questions for practice examinations. All residents took 2 practice examinations.
Results: There was not a significant effect of writing questions on ABSITE score. Practice test scores, United States Medical Licensing Examination Step 1 scores, and previous ABSITE scores were significantly correlated with ABSITE performance.
Conclusions: The generative learning model was not supported. Performance on practice tests and other data can be used for early identification of residents at risk of performing poorly on the ABSITE.
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| http://dx.doi.org/10.1016/j.amjsurg.2015.08.033 | DOI Listing |
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