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Browsing by Author "Wilson, Adam B."
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Item Clinical Assessment and Management Examination—Outpatient (CAMEO): Its Validity and Use in a Surgical Milestones Paradigm(Elsevier, 2015-01) Wilson, Adam B.; Choi, Jennifer N.; Torbeck, Laura J.; Mellinger, John D.; Dunnington, Gary L.; Williams, Reed G.; Department of Surgery, IU School of MedicineObjectives Clinical Assessment and Management Examination—Outpatient (CAMEO) is a metric for evaluating the clinical performance of surgery residents. The aim of this study was to investigate the measurement characteristics of CAMEO and propose how it might be used as an evaluation tool within the general surgery milestones project. Design A total of 117 CAMEO evaluations were gathered and used for analysis. Internal consistency reliability was estimated, and item characteristics were explored. A Kruskal-Wallis procedure was performed to discern how well the instrument discriminated between training levels. An exploratory factor analysis was also conducted to understand the dimensionality of the evaluation. Setting CAMEO evaluations were collected from 2 departments of surgery geographically located in the Midwestern United States. Combined, the participating academic institutions graduate approximately 18 general surgery residents per year. Participants In this retrospective data analysis, the number of evaluations per resident ranged from 1 to 7, and evaluations were collected from 2006 to 2013. For the purpose of data analysis, residents were classified as interns (postgraduate year 1 [PGY1]), juniors (PGY2-3), or seniors (PGY4-5). Results CAMEO scores were found to have high internal consistency (Cronbach’s α = 0.96), and all items were highly correlated (≥0.86) to composite CAMEO scores. Scores discriminated between senior residents (PGY4-5) and lower level residents (PGY1-3). Per an exploratory factor analysis, CAMEO was revealed to measure a single dimension of “clinical competence.” Conclusions The findings of this research aligned with related literature and verified that CAMEO scores have desirable measurement properties, making CAMEO an attractive resource for evaluating the clinical performance of surgery residents.Item Correlating Spatial Ability With Anatomy Assessment Performance: A Meta-Analysis(Wiley, 2021) Roach, Victoria A.; Mi, Misa; Mussell, Jason; Van Nuland, Sonya E.; Lufler, Rebecca S.; DeVeau, Kathryn M.; Dunham, Stacey M.; Husmann, Polly; Herriott, Hannah L.; Edwards, Danielle N.; Doubleday, Alison F.; Wilson, Brittany M.; Wilson, Adam B.; Anatomy, Cell Biology and Physiology, School of MedicineInterest in spatial ability has grown over the past few decades following the emergence of correlational evidence associating spatial aptitude with educational performance in the fields of science, technology, engineering, and mathematics. The research field at large and the anatomy education literature on this topic are mixed. In an attempt to generate consensus, a meta-analysis was performed to objectively summarize the effects of spatial ability on anatomy assessment performance across multiple studies and populations. Relevant studies published within the past 50 years (1969-2019) were retrieved from eight databases. Study eligibility screening was followed by a full-text review and data extraction. Use of the Mental Rotations Test (MRT) was required for study inclusion. Out of 2,450 screened records, 15 studies were meta-analyzed. Seventy-three percent of studies (11 of 15) were from the United States and Canada, and the majority (9 of 15) studied professional students. Across 15 studies and 1,245 participants, spatial ability was weakly associated with anatomy performance (rpooled = 0.240; CI at 95% = 0.09, 0.38; P = 0.002). Performance on spatial and relationship-based assessments (i.e., practical assessments and drawing tasks) was correlated with spatial ability, while performance on assessments utilizing non-spatial multiple-choice items was not correlated with spatial ability. A significant sex difference was also observed, wherein males outperformed females on spatial ability tasks. Given the role of spatial reasoning in learning anatomy, educators are encouraged to consider curriculum delivery modifications and a comprehensive assessment strategy so as not to disadvantage individuals with low spatial ability.Item Meta-analysis & Review of Learner Performance & Preference: Virtual vs. Optical Microscopy(Wiley, 2016) Wilson, Adam B.; Taylor, Melissa A.; Klein, Barbie A.; Sugrue, Megan K.; Whipple, Elizabeth C.; Brokaw, James J.; Department of Anatomy & Cell Biology, IU School of MedicineBackground & Purpose: For nearly two decades, a wealth of literature has been published describing the various capabilities, uses, and adaptations of virtual microscopy (VM). Many studies have investigated the effects and benefits of VM on student learning compared to optical microscopy (OM). As such, this study statistically aggregated the findings of multiple comparative studies through a meta-analysis to summarize and substantiate the pedagogical efficacy of teaching with VM. Methods Using predefined eligibility criteria, teams of paired researchers screened the titles and abstracts of VM studies retrieved from seven different databases. After two rounds of screening, numerical and thematic data were extracted from the eligible studies for analysis. A summary effect size and estimate of heterogeneity were calculated to determine the effects of VM on learner performance and the amount of variance between studies, respectively. Trends in student perceptions were also analyzed and reported. Results: Of the 725 records screened, 72 studies underwent full-text review. In total, 12 studies were viable for meta-analysis and additional studies were reviewed to extract themes relating to learners’ perceptions of VM. The meta-analysis detected a small yet significant positive effect on learner performance (SMD=0.28, [CI=0.09, 0.47], p=0.003), indicating that learners experience marked knowledge gains when exposed to VM over OM. Variation among studies was evident as high heterogeneity was reported. An analysis of trends in learner perceptions noted that respondents favored VM over OM by a large margin. Conclusions: Despite many individual studies reporting non-significant findings when comparing VM to OM, the enhanced power afforded by meta-analysis revealed that the pedagogical approach of VM is modestly superior to OM and is preferred by learners.Item Ranking Surgical Residency Programs: Reputation Survey or Outcomes Measures?(Elsevier, 2015-11) Wilson, Adam B.; Torbeck, Laura J.; Dunnington, Gary L.; Department of Surgery, IU School of MedicineObjective The release of general surgery residency program rankings by Doximity and U.S. News & World Report accentuates the need to define and establish measurable standards of program quality. This study evaluated the extent to which program rankings based solely on peer nominations correlated with familiar program outcomes measures. Design Publicly available data were collected for all 254 general surgery residency programs. To generate a rudimentary outcomes-based program ranking, surgery programs were rank-ordered according to an average percentile rank that was calculated using board pass rates and the prevalence of alumni publications. A Kendall τ-b rank correlation computed the linear association between program rankings based on reputation alone and those derived from outcomes measures to validate whether reputation was a reasonable surrogate for globally judging program quality. Results For the 218 programs with complete data eligible for analysis, the mean board pass rate was 72% with a standard deviation of 14%. A total of 60 programs were placed in the 75th percentile or above for the number of publications authored by program alumni. The correlational analysis reported a significant correlation of 0.428, indicating only a moderate association between programs ranked by outcomes measures and those ranked according to reputation. Seventeen programs that were ranked in the top 30 according to reputation were also ranked in the top 30 based on outcomes measures. Conclusions This study suggests that reputation alone does not fully capture a representative snapshot of a program’s quality. Rather, the use of multiple quantifiable indicators and attributes unique to programs ought to be given more consideration when assigning ranks to denote program quality. It is advised that the interpretation and subsequent use of program rankings be met with caution until further studies can rigorously demonstrate best practices for awarding program standings.Item What Does a Modern Anatomist Look like? Current Trends in the Training of Anatomy Educators(Wiley, 2019) Schaefer, Audra F.; Wilson, Adam B.; Barger, J. Bradley; Azim, Homaira M.; Brokaw, James J.; Brooks, William S.; Anatomy and Cell Biology, IU School of MedicineAnatomical sciences are foundational to the health professions, yet little is known about the qualifications of anatomy educators at the graduate and professional level in the United States. Moreover, there is concern that the number of qualified anatomy educators being trained may be insufficient to meet the growing demand posed by new and expanded programs in medicine and allied health specialties. The authors surveyed anatomists from across the country to (i) characterize the educational credentials of current anatomy educators and (ii) assess the perceived need for education‐focused postdoctoral positions or formal mentorships to prepare anatomists for teaching‐intensive faculty positions. To probe the survey responses more deeply, one‐on‐one interviews were conducted with eight individuals selected to represent a diverse sample of respondents in terms of institution, gender, and academic rank. Results indicate that 30–40% of educators at the graduate level and approximately 60% of those at the undergraduate level lack graduate coursework in histology, embryology, and neuroanatomy. Forty‐five percent of respondents had completed a postdoctoral fellowship. Eighty‐six percent replied “yes/maybe” to the question of whether an anatomy education postdoctoral fellowship would benefit doctoral graduates. The top 3 reasons for this recommendation were to (i) establish independent educational research, (ii) improve a publication record, and (iii) gain additional teaching experience. Notable weaknesses of education‐focused postdoctoral training were related to finances, fear of exploitation, and undervaluing of teaching. Moving forward, postdoctoral fellowships and other forms of postgraduate training may represent a key strategy for training anatomists in the current educational climate.