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Balancing standardized testing with personalized training in surgery

Authors Ahmed A, Abid MA, Bhatti NI

Received 14 September 2016

Accepted for publication 31 October 2016

Published 28 December 2016 Volume 2017:8 Pages 25—29

DOI https://doi.org/10.2147/AMEP.S122312

Checked for plagiarism Yes

Review by Single-blind

Peer reviewers approved by Dr Maria Olenick

Peer reviewer comments 2

Editor who approved publication: Dr Anwarul Azim Majumder


Aadil Ahmed, Muhammad Abbas Abid, Nasir I Bhatti

Department of Otolaryngology-Head and Neck Surgery, The Johns Hopkins School of Medicine, Baltimore, MD, USA

Abstract: Students pursuing a medical career in the US are subject to standardized testing at regular intervals. These standardized tests not only quantify the milestones students have already achieved, but also define the path for future achievements. The purpose of these examinations is to help students become self-directed, lifelong learners – an essential attribute of a medical professional. However, whether preparing for these examinations actually makes students such disciplined learners needs to be examined. Especially during residency training with its limited time and unpredictable exposure, trainees must learn in the most efficient way for their learning styles, and thus develop attributes that will be helpful to them in their medical career. In this review, we propose that a personalized, learner-centered approach tailored to residents’ educational needs and preferences can not only fulfill learning interests and objectives but also serve as a time-efficient and cost-effective approach for graduate medical education.

Keywords: standardized testing, personalized training, surgery

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