PS4 - 04: IMPROVING ABSITE SCORES A META-ANALYSIS OF REPORTED REMEDIATION MODELS
Tracy Cheun, MD, Mark G Davies, MHPE, MD, PhD; University of Texas Health Sciences Center, San Antonio, Texas
Background: The ABSITE is a formative assessment of residents’ basic and clinical knowledge. ABSITE scores are predictive of both qualifying and certifying exam performance. Many programs utilizing the ABSITE as a marker of progression and in those who drop below a defined benchmark (20-35th percentile score), remediation programs are offered. This study examines the reported effects of mediation models on the ABSITE.
Methods: A systemic literature review and a quantitative meta-analysis were performed from 1980 to 2017. A search strategy involving six literature databases, 12 search terms, and four inclusion criteria was used. The authors independently retrieved and reviewed articles. Studies in any language quantifying the association of an educational intervention and the ABSITE outcomes for resident surgeons compared with a no intervention or a pre-intervention assessment were chosen. Two reviewers independently evaluated study quality and abstracted. The interventions grouped into established passing benchmarks, mandatory remedial programs, structured reading programs, problem based learning and use of learning management systems, self-directed learning and miscellaneous activities. Main outcome measures were extracted to calculate effect sizes using a random effect model.
Results: Of 92 articles identified, 26 met inclusion criteria. Of the interventions established program benchmarks (2.1, 1.2-2.9; Odds Ratio, 95th percentile CI; p=0.01), mandatory remedial programs (3.1, 1.5-5.2; p=0.004), structured reading programs (2.9, 1.4-6.9; p=0.02) had significant positive effects, while problem based learning, use of learning management systems, self-directed learning and miscellaneous activities had no positive effects on ABSITE scores
Conclusion: To effectively assist residents’ poor ABSITE scores, establishment of a program benchmark, structured reading programs and mandatory remedial programs appear to be consistently effective measures that can result improved ABSITE performance