Measuring medical education and curriculum during orthopedic surgical residency.

摘要: Abstract : Background. Evaluating residency programs requires objective assessment tools, but few are readily available. The purpose of this study was to measure education by correlating resident test scores with several measurements educator performance. Materials and methods. group included residents educators from a single program. We performed retrospective analysis the Orthopaedic In-Training Examination collected during 6-year period. Resident examination were indexed dividing program averages national determine yearly score trends then correlated attendance teaching hours. Subspecialty ranked gauge strengths weaknesses. Teaching hours devoted subspecialties compared curricular emphases appraise efficiency. Results. Yearly average proportional ( P less than 0.001). However, 3436 possible educator-score associations, only 15 highly (r greater 0.9) educators, 26 significant (P 0.05). Trend put subspecialty in perspective. Ranking inaccurate until average. In 2002, distribution 238 ranged 4 48 for subspecialties, 9 12 emphasized disproportionately examination. efficiency varied more 10-fold subspecialty. Conclusions. creation index helped identify address imbalances between needs as evidenced low scores. present improved accountability learning.