The journal of education in perioperative medicine : JEPM最新文献

{"title":"ConsultCraft: Reimagining Perioperative Education With AI-Based Adaptive Case Discussions.","authors":"Lauren K Buhl, Kate Salotto, Thomas Thesen","doi":"10.46374/10.0VolXXVIII_Issue1_Buhl","DOIUrl":"https://doi.org/10.46374/10.0VolXXVIII_Issue1_Buhl","url":null,"abstract":"<p><strong>Background: </strong>The American Medical Association's vision of precision education requires personalized, scalable learning tools. Current medical education approaches lack systems that integrate data analytics with efficient content delivery. Large language models (LLMs) are a promising approach but risk propagating misinformation without expert oversight.</p><p><strong>Methods: </strong>We developed ConsultCraft, a web-based perioperative case discussion application using the GPT-4o application program interface to reference cases developed using Claude 3.5 Sonnet with expert revision of the case narrative and learning points. Users engaged in simulated clinical case discussions designed to enhance critical thinking skills in clinical decision making. They could choose between immediate feedback (tutor mode) or deferred feedback (immersion mode). We analyzed transcripts over a 4-week period for question progression and feedback accuracy, including inferences, false credit given, and false knowledge gaps implied.</p><p><strong>Results: </strong>We analyzed 49 sessions across 9 cases with 80% in tutor mode. The LLM asked users 306 questions and generated 236 feedback responses. Analysis revealed a low rate of potentially misleading inferences (2.1%) with false credit given in 4.2% of feedback responses and false knowledge gaps implied in 9.7%.</p><p><strong>Conclusions: </strong>ConsultCraft successfully combines LLM language processing capabilities with expert content to create personalized case discussions that minimize the potential for propagating misleading information. Future directions include content mapping to certification requirements and International Classification of Diseases, 10th Revision, codes and integration with assessment and scheduling data to target gaps in knowledge and experience. This approach demonstrates how educators can leverage augmented intelligence to create tailored educational tools that preserve expert guidance while achieving the accessibility and adaptability required for precision education.</p>","PeriodicalId":75067,"journal":{"name":"The journal of education in perioperative medicine : JEPM","volume":"28 1","pages":"E761"},"PeriodicalIF":0.0,"publicationDate":"2026-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13070742/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147694126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Comparative Analysis of Human and AI-Augmented Feedback in Anesthesiology Education.","authors":"Daniel J Rosenkrans, Katherine B Owensby, Justin C Magin, Morgan N McCain, Emily G Teeter, Samuel N Blacker, Fei Chen","doi":"10.46374/VolXXVIII_Issue1_Rosenkrans","DOIUrl":"https://doi.org/10.46374/VolXXVIII_Issue1_Rosenkrans","url":null,"abstract":"<p><strong>Background: </strong>High-quality feedback is essential for resident development, yet barriers to its provision persist. Artificial intelligence (AI) offers a promising tool to augment feedback, potentially addressing these challenges. This study explored whether exposing attending anesthesiologists to AI-generated feedback samples before crafting their own feedback improved its quality as rated by residents.</p><p><strong>Methods: </strong>Thirty attending anesthesiologists provided feedback on 2 vignettes addressing issues of preparedness and professionalism. Before delivering feedback on the second vignette, attendings reviewed an AI-generated feedback sample. Utilizing a validated rubric, 6 blinded residents randomly evaluated the quality of feedback across 2 conditions: attendings alone (human-only) and after attendings reviewed the AI sample (AI-augmented). Feedback ratings and vignette types were compared. Residents were assessed if they could correctly identify the origin of feedback. A qualitative analysis explored attendings' perceptions of using AI for feedback.</p><p><strong>Results: </strong>AI augmentation did not significantly improve feedback quality ratings compared with human-only feedback (<i>p</i> = .7). Preparedness feedback was rated higher than professionalism feedback (<i>p</i> = .02). Residents could not reliably distinguish the use of AI for feedback (<i>χ</i> ² = .92, <i>p</i> = .63). Attendings reported that AI provided helpful structure and phrasing, particularly for professionalism issues, and would use it if readily available.</p><p><strong>Conclusions: </strong>Although AI augmentation did not significantly improve feedback quality, it showed promise as a tool for supporting feedback provision, particularly with crafting feedback on nontechnical, more subjective issues. Additional studies are needed to better understand AI as a tool for feedback enhancement.</p>","PeriodicalId":75067,"journal":{"name":"The journal of education in perioperative medicine : JEPM","volume":"28 1","pages":"E764"},"PeriodicalIF":0.0,"publicationDate":"2026-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13070740/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147694149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Current Trends in Pre-Residency Research Productivity Among Applicants Who Successfully Matched Into Top Anesthesiology Residency Programs.","authors":"Sharwani Kota, Nivetha Srinivasan, Colette B Gazonas, Dhiraj Sibala, Damanveer Singh, George A Popa, Jean D Eloy","doi":"10.46374/VolXXVIII_Issue1_Srinivasan","DOIUrl":"https://doi.org/10.46374/VolXXVIII_Issue1_Srinivasan","url":null,"abstract":"<p><strong>Background: </strong>Anesthesiology has become increasingly competitive with 3172 applicants for 1992 positions in the 2025 Match. While selection is holistic, research remains a key factor. Current Match data lacks detail on research output. This study analyzes temporal, gender, and geographic trends in publication volume among medical students who matched into the top 20 US anesthesiology programs.</p><p><strong>Methods: </strong>Using Doximity's rankings, we identified the top 20 anesthesiology programs. A total of 447 residents from the 2027 graduating class and 414 from the 2024 graduating class were able to be identified through program websites. Total, first author, second author, and anesthesiology-specific publications were collected using PubMed and Google Scholar. Gender, medical school region, and residency program region were also identified for analyses.</p><p><strong>Results: </strong>Class of 2027 residents had significantly more total (2.47 vs 1.22), first author (0.57 vs 0.29), and second author (0.59 vs 0.29) publications than those from the class of 2024 (<i>P</i> < .01). No difference was found in anesthesiology-specific publications (<i>P</i> = .27). Among 2027 residents analyzed, there were significantly higher first author publications among females than males (0.72 vs 0.44, <i>P</i> < .01), and there were no significant differences based on medical school region. There was a significant difference in the total number and first author publications based on the region of their matched residency program (<i>P</i> < .001) with significantly higher total publications in New England compared with the West North Central region (<i>P</i> < .001).</p><p><strong>Conclusion: </strong>Research productivity increased between the graduating cohorts of 2024 and 2027, reflecting a growing emphasis on research among applicants to top anesthesiology programs. These may inform future applicants preparing for the Match.</p>","PeriodicalId":75067,"journal":{"name":"The journal of education in perioperative medicine : JEPM","volume":"28 1","pages":"E766"},"PeriodicalIF":0.0,"publicationDate":"2026-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13070744/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147693605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PACU Outcomes Across Anesthesiology Resident Training Levels: A Retrospective Cohort Study.","authors":"Hayden B Jefferies, Landon C Rosckes, David A Hundley, Travis H Markham","doi":"10.46374/VolXXVIII_Issue1_Jefferies","DOIUrl":"https://doi.org/10.46374/VolXXVIII_Issue1_Jefferies","url":null,"abstract":"<p><strong>Background: </strong>Opioid use, antiemetic administration, and length of postanesthesia care unit (PACU) stay are commonly documented postoperative recovery measures. The extent to which they differ across anesthesiology resident training levels independent of patient and procedural factors remains uncertain. Characterizing these patterns may help distinguish differences attributable to patient or procedural factors from those related to resident experience.</p><p><strong>Objective: </strong>To explore whether PACU recovery outcomes differ across anesthesiology resident training levels.</p><p><strong>Methods: </strong>This single-center retrospective cohort study analyzed 7699 adult nonobstetric anesthetics performed between October 2024 and May 2025, stratified by resident level (first-, second-, or third-year clinical anesthesia resident). The primary outcome was PACU morphine milligram equivalents. Secondary outcomes were rescue antiemetic use and recovery time. Univariable tests, Tukey-adjusted comparisons, and multivariable linear regressions adjusted for demographics, case characteristics, and anesthetic type.</p><p><strong>Results: </strong>Patient and case characteristics varied across resident levels. After multivariable adjustment, resident training level was not independently associated with PACU opioid use, rescue antiemetic administration, or recovery time. Unadjusted variation in these recovery measures was explained by patient and procedural factors.</p><p><strong>Conclusions: </strong>Resident training level was not an independent predictor of PACU opioid use, rescue antiemetic administration, or recovery time. Observed differences were explained by patient and procedural factors, and this highlights the complex interplay of patient comorbidities, surgical characteristics, anesthetic plans, and institutional protocols on postanesthesia recovery metrics and emphasizes the importance of case-mix adjustment when interpreting PACU outcomes in educational contexts.</p>","PeriodicalId":75067,"journal":{"name":"The journal of education in perioperative medicine : JEPM","volume":"28 1","pages":"E762"},"PeriodicalIF":0.0,"publicationDate":"2026-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13070741/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147693610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching Novices Ultrasound-Assisted Neuraxial Procedures Using Simulation-Based Courses: A Proof of Concept.","authors":"Soleil S Schutte, Barys V Ihnatsenka, Christopher C Samouce, Svetlana V Chembrovich, Federico Jimenez Ruiz, Yury Zasimovich, Isaac T Luria, K Karisa Walker, David E Lizdas, J Rachael Ahn, Samsun Lampotang","doi":"10.46374/VolXXVIII_Issue1_Shutte","DOIUrl":"https://doi.org/10.46374/VolXXVIII_Issue1_Shutte","url":null,"abstract":"<p><strong>Background: </strong>Ultrasonography (US) provides valuable information for neuraxial procedures in patients with elevated body mass index (BMI). However, it is challenging to systematically teach US-assisted techniques to novices in clinical settings due to time constraints and patient factors. Simulator-based training may improve the learning experience while minimizing patient discomfort.</p><p><strong>Methods: </strong>With institutional review board approval, 24 learners were randomized into 2 courses, conventional (C) and experimental (E). Course C used human models for the US-assisted technique and simulators to practice intrathecal access with a spinal needle, an approach commonly used in procedural workshops. Course E used simulators that featured a 3D visualization function and incorporated the principles of deliberate practice without using human models.</p><p><strong>Results: </strong>Course C learners correctly identified an average of 74% of the sonoanatomy on a written test and marked an average of 5.8 out of 8 test targets during a lumbar sonography assessment, whereas course E learners scored 73% and marked 6.8. Ten learners in course C (83%) and 11 in course E (92%) successfully achieved dural punctures within 10 minutes on a high-BMI lumbar simulator. Additionally, 75% of course E learners followed the assessment steps before needle insertion compared with only 16.7% in course C.</p><p><strong>Conclusions: </strong>The fundamental US-assisted technique for neuraxial procedures can be effectively taught using simulator-based courses without human models. Course E, which incorporated 3D visualization and the principles of deliberate practice, was more effective in shaping stepwise approaches for the procedure.</p>","PeriodicalId":75067,"journal":{"name":"The journal of education in perioperative medicine : JEPM","volume":"28 1","pages":"E765"},"PeriodicalIF":0.0,"publicationDate":"2026-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13070746/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147693997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Association of the Change in USMLE Step 1 Scoring With Research Output Among Applicants to Anesthesiology Residency Programs: A Retrospective Observational Study.","authors":"Ashna Bhardwaj, Pratima Bajaj, Karim Rifai, Akshar Patel, Arjun Bhatt, Ali Abolhassani, Jack McClain, Asim Ahmed, Caryl Bailey, Mary Arthur","doi":"10.46374/VolXXVIII_Issue1_Bhardwaj","DOIUrl":"https://doi.org/10.46374/VolXXVIII_Issue1_Bhardwaj","url":null,"abstract":"<p><strong>Background: </strong>As anesthesiology residency becomes increasingly competitive, the transition of US Medical Licensing Examination (USMLE) Step 1 to pass/fail scoring has raised questions about the evolving role of research in applicant selection. Whereas national data suggests rising research engagement, there are limited insights into publication output among medical students applying into anesthesiology. The purpose of this study is to evaluate the relationship between the USMLE Step 1 transition and preresidency publication output of matched anesthesiology residents and to assess the role medical school National Institutes of Health (NIH) funding level has on publication metrics.</p><p><strong>Methods: </strong>This retrospective cohort study analyzed the research output of 461 anesthesiology residents across 30 programs from the classes of 2026 (numerical Step 1 scoring) and 2028 (pass/fail Step 1 scoring). Medical schools were stratified by NIH funding level to evaluate its association with research output. PubMed-indexed publications were examined using metrics including first author status, specialty relevance, citation counts, and publication types. Using Mann-Whitney U tests, group differences were compared with total publications serving as the primary outcome.</p><p><strong>Results: </strong>There were no significant differences in research output between pre- and post-Step 1 transition cohorts across all metrics. The 50th percentile in total publications was 0 for both cohorts. There was also no difference in publication output when groups were stratified by NIH funding level. Logistic regression analysis showed that high NIH funding (odds ratio 1.87, 95% confidence interval 1.21-2.89) was a significant predictor of having at least 1 publication.</p><p><strong>Conclusions: </strong>Despite increasing emphasis on research in residency applications, our findings show no significant change in publication output among anesthesiology applicants in the first class following the Step 1 transition. Whereas NIH funding level was associated with a greater likelihood of having at least 1 publication, it was not linked to higher overall publication output. This study provides a timely baseline for understanding scholarly activity in anesthesiology applicants as the residency evaluation landscape continues to evolve.</p>","PeriodicalId":75067,"journal":{"name":"The journal of education in perioperative medicine : JEPM","volume":"28 1","pages":"E760"},"PeriodicalIF":0.0,"publicationDate":"2026-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13070739/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147694192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Development of a Basic Procedural Skills Checklist for a Simulation-based Mastery Learning Curriculum for Ultrasound-guided Interscalene Peripheral Nerve Blocks for Novice Residents.","authors":"Jessica J Weeks, Liting Chen, Vicente Garcia Tomas, Sarah M MacLyman, Elaine R Cohen, Deborah Schwengel, Jeffrey H Barsuk","doi":"10.46374/VolXXVIII_Issue1_Weeks","DOIUrl":"https://doi.org/10.46374/VolXXVIII_Issue1_Weeks","url":null,"abstract":"<p><strong>Background: </strong>Simulation-based medical education is a well-established tool for teaching technical skills to trainees. Simulation-based mastery learning (SBML) consists of pretesting, independent content review, deliberate practice, and posttesting to reach a minimum passing standard (MPS). If the MPS is not reached, the learner repeats the deliberate practice and retakes the test. SBML may be a beneficial approach for teaching regional anesthesia skills to novice residents. To implement such a curriculum, a skills assessment checklist that yields valid and reliable data must be developed for testing trainees.</p><p><strong>Methods: </strong>A checklist was developed for ultrasound-guided interscalene nerve blocks, adapted from available checklists in the literature. The checklist was designed to assess the initial knowledge and skills of novice trainees for the interscalene peripheral nerve block. This checklist was then distributed to an expert panel of regional anesthesiologists who used a modified Delphi technique to reach consensus on content. An MPS was set for the skills checklist using the Mastery Angoff standard-setting technique. Finally, the checklist was piloted; novice anesthesia residents participated in the curriculum and performed video-recorded simulated ultrasound-guided interscalene blocks before beginning their regional anesthesia rotation. Four trained raters scored videos to evaluate interrater reliability.</p><p><strong>Results: </strong>After 2 rounds, expert consensus was reached for all items; the final dichotomous checklist (correct or incorrect/not done) consisted of 19 items. The MPS was set at 18 of 19 items correct. Ten pretests and 10 posttests were reviewed by 4 raters. The average interrater reliability was Kn = 0.73.</p><p><strong>Conclusion: </strong>We developed an interscalene nerve block skills assessment checklist that was shown to produce valid and reliable data in our small pilot study. Future work will further contribute to the validity and reliability of the interscalene nerve block SBML checklist.</p>","PeriodicalId":75067,"journal":{"name":"The journal of education in perioperative medicine : JEPM","volume":"28 1","pages":"E767"},"PeriodicalIF":0.0,"publicationDate":"2026-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13070743/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147694000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Practical Insights From a Pilot Program: Off-Cycle Residency Start During the COVID-19 Pandemic.","authors":"Logan Jones, David Jones, Joyce Hollander-Rodriguez, Amy K Miller Juve, Maya Severson, Allison Fraser-Brewer, Lalena M Yarris","doi":"10.46374/VolXXVIII_Issue1_Jones","DOIUrl":"https://doi.org/10.46374/VolXXVIII_Issue1_Jones","url":null,"abstract":"<p><p>The COVID-19 pandemic presented an unprecedented opportunity to pilot off-cycle graduate medical education (GME) entry at Oregon Health & Science University. This educational case report analyzes stakeholder perspectives on implementing an early start to residency initiative through semistructured interviews with program directors, GME operations leadership, and departmental education leaders. Three GME programs participated in the pilot: an urban academic anesthesiology program, an urban academic emergency medicine program with community rotations, and a rural community-based university-administered family medicine program. Thematic analysis of interviews conducted 9-15 months postimplementation revealed key logistical factors that facilitated or hindered implementation. Programs with flexible scheduling systems adapted more effectively, whereas those heavily dependent on resident coverage or external rotations faced greater challenges. The pilot demonstrated that staggered entry could potentially distribute novice learners throughout the year, and early start residents often emerged as peer mentors. However, programs needed to carefully manage professional identity formation and cohort integration. Whereas implementation required no direct additional costs, perceived effort of implementation varied based on program structure and setting. Drawing from educational administrative stakeholder insights across varied training settings, this report describes the administrative and structural elements observed during off-cycle GME entry, offering practical implementation guidance for interested programs.</p>","PeriodicalId":75067,"journal":{"name":"The journal of education in perioperative medicine : JEPM","volume":"28 1","pages":"E763"},"PeriodicalIF":0.0,"publicationDate":"2026-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13070745/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147693729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Single Institution Analysis of Anesthesiology Residents' Online Question Bank Utilization and In-Training Exam Performance.","authors":"Blaire Beers-Mulroy, Travis S Barker, Janelle M Richard, Wendy Y Craig, James M Flowerdew, Aurora N Quaye","doi":"10.46374/VolXXVII_Issue4_Quaye","DOIUrl":"10.46374/VolXXVII_Issue4_Quaye","url":null,"abstract":"<p><strong>Background: </strong>The American Board of Anesthesiology (ABA) In-Training Examination (ITE) is an annual assessment used to guide educational progress throughout residency in preparation for ABA certification examinations. Online question banks are commonly used as a study resource for these examinations; however, the relationship between question bank usage and ITE performance has not been well established.</p><p><strong>Methods: </strong>We performed a retrospective review from July 2015 to July 2023 to examine the relationship between ABA ITE performance and question bank utilization among anesthesiology residents at MaineHealth Maine Medical Center during postgraduate years (PGY) 2-4. Question bank usage was measured by evaluating the total questions answered, percentage of questions answered in tutor mode, and percentage of questions answered correctly stratified by training and calendar year. Spearman correlation was used to explore the relationship between question bank metrics and ITE score, stratified by PGY.</p><p><strong>Results: </strong>We observed significant relationships between the percentage of questions answered correctly and both ITE scaled score and national percentile ranking within each PGY. The correlation between percentage of questions answered correctly and ITE scaled score was (ρ = .49, <i>p</i> = .01) PGY-2, (ρ = .71, <i>p</i> =< .001) PGY-3, and (ρ = .48, <i>p</i> = .02) PGY-4. A similar trend was noted for the national percentile ranking; (ρ = .55, <i>p</i> = .003) PGY-2, (ρ = .71, <i>p</i> =< .001) PGY-3, and (ρ = .46, <i>p</i> = .02) PGY-4.</p><p><strong>Conclusion: </strong>The percentage of online question bank questions answered correctly by anesthesiology residents was positively associated with higher ITE scores across PGY 2-4. The percentage correct of online question banks may be used as a predictive marker for ITE performance.</p>","PeriodicalId":75067,"journal":{"name":"The journal of education in perioperative medicine : JEPM","volume":"27 3","pages":"E759"},"PeriodicalIF":0.0,"publicationDate":"2026-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12778069/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145936251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Brief Instruction Improves Resident Understanding of EEG Spectrograms: A 2-Institution Pilot Study.","authors":"Rachel Barkley, Daniel J Vickers, Xuan A He, Karolina Brook, Donald H Lambert","doi":"10.46374/VolXXVII_Issue4_Lambert","DOIUrl":"10.46374/VolXXVII_Issue4_Lambert","url":null,"abstract":"","PeriodicalId":75067,"journal":{"name":"The journal of education in perioperative medicine : JEPM","volume":"27 4","pages":"E756"},"PeriodicalIF":0.0,"publicationDate":"2026-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12778067/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145936313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}