Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Invited Commentary

Invited Commentary This article is only available in the PDF format. Download the PDF to view the article, as well as its associated figures and tables. Abstract I venture to guess that no one with interest and involvement in graduate medical education in surgery would argue with what I perceive to be the principal message of this interesting communication: active methods of learning that involve self-discipline are more effective instruments in achieving an adequate cognitive database, at least as measured by success on the qualifying examination (QE) of the American Board of Surgery, than are passive instruments (grand rounds, tutorials, CME lectures, etc). It also is gratifying to observe that residents who, early on, program for themselves textbook review, conscientiously pursue SR, and test themselves using SESAP appear to have a leg up on the QE, which is, after all, a measure of the depth of a resident's cognitive knowledge base. In fact, one might view these three instruments as sort of a continuum: the textbook providing the basic overview, the SR honing the finer points of http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Archives of Surgery American Medical Association

Invited Commentary

Abstract

This article is only available in the PDF format. Download the PDF to view the article, as well as its associated figures and tables. Abstract I venture to guess that no one with interest and involvement in graduate medical education in surgery would argue with what I perceive to be the principal message of this interesting communication: active methods of learning that involve self-discipline are more effective instruments in achieving an adequate cognitive database, at least as measured by...
Loading next page...
 
/lp/american-medical-association/invited-commentary-wOcxwy4Nnt
Publisher
American Medical Association
Copyright
Copyright © 1995 American Medical Association. All Rights Reserved.
ISSN
0004-0010
eISSN
1538-3644
DOI
10.1001/archsurg.1995.01430010089018
Publisher site
See Article on Publisher Site

Abstract

This article is only available in the PDF format. Download the PDF to view the article, as well as its associated figures and tables. Abstract I venture to guess that no one with interest and involvement in graduate medical education in surgery would argue with what I perceive to be the principal message of this interesting communication: active methods of learning that involve self-discipline are more effective instruments in achieving an adequate cognitive database, at least as measured by success on the qualifying examination (QE) of the American Board of Surgery, than are passive instruments (grand rounds, tutorials, CME lectures, etc). It also is gratifying to observe that residents who, early on, program for themselves textbook review, conscientiously pursue SR, and test themselves using SESAP appear to have a leg up on the QE, which is, after all, a measure of the depth of a resident's cognitive knowledge base. In fact, one might view these three instruments as sort of a continuum: the textbook providing the basic overview, the SR honing the finer points of

Journal

Archives of SurgeryAmerican Medical Association

Published: Jan 1, 1995

There are no references for this article.