Multifaceted remediation program: experience of a residency program to rescue residents who failed the American Board of Anesthesiology basic examination
Authors Riveros-Perez E, Arthur ME, Jain A, Kumar V, Rocuts A
Received 18 July 2018
Accepted for publication 5 November 2018
Published 26 November 2018 Volume 2018:9 Pages 865—871
Checked for plagiarism Yes
Review by Single anonymous peer review
Peer reviewer comments 2
Editor who approved publication: Dr Md Anwarul Majumder
Efrain Riveros-Perez, Mary E Arthur, Ankit Jain, Vikas Kumar, Alexander Rocuts
Department of Anesthesiology and Perioperative Medicine, Medical College of Georgia at Augusta University, Augusta, GA, USA
Problem: Passing the American Board of Anesthesiology (ABA) basic examination is required to progress through anesthesiology training in USA. Failing the test may be related to medical knowledge gaps, presence of negative psychosocial factors, and/or individual approaches to learning. This article describes the experience of development and implementation of a multifaceted remediation program (MRP) in residents who failed the ABA basic test.
Intervention: This is a retrospective analysis of four cases of residents who failed the ABA basic test between 2016 and 2017. The MRP is described. Pedagogical diagnosis, objectives, teaching strategies and assessment, and their constructive alignment are presented. Information regarding test performance is also presented.
Context: This study involves accredited anesthesiology residency program in USA.
Outcomes: Four subjects (11% of program residents) failed the ABA basic test. Superficial approach to learning was observed in 100% of cases. The total possible number of participants was 4. The actual number of participants was 4, and the response rate was 100%. Four residents fell under 10th percentile on the first attempt, and 100% passed the test on the second attempt. There was 38% improvement in the number of failed keywords between the two attempts.
Lessons learned: Implementation of the MRP developed at our institution is successful to remediate anesthesiology residents who fail the ABA basic examination. We learned that the deep analysis of learning approaches, psychosocial factors, and medical knowledge gaps can be used to develop a remediation program based on the constructive alignment between objectives, curriculum, and assessment.
Keywords: remediation, medical education, anesthesiology residency, learning, evaluation
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