title: Improving residents' performance on the PRITE: is there a role for peer-assisted learning?
abstract: OBJECTIVE
  The authors implemented a peer-assisted learning approach to prepare residents for the Psychiatry Resident-In-Training Examination (PRITE), with the goal of increasing test performance.
  
  
  METHODS
  The authors developed a PRITE review curriculum utilizing a peer-assisted learning approach. The residents were randomly assigned to teams and instructed to teach assigned topic(s). The participants' PRITE scores before and after the intervention were compared with the PRITE scores of the previous residents.
  
  
  RESULTS
  PGY-2 residents achieved the highest psychiatry percentile increase, and PGY-3 residents achieved the highest psychiatry percentile in the past 7 years. PGY-4 residents' psychiatry percentile decreased, although two residents from the previous year left for a fellowship, and the program accepted one PGY-4 transfer. All of the groups' neurology percentile increased, but were not substantially different from the previous years.
  
  
  CONCLUSIONS
  Our preliminary study has shown that implementing a peer-learning strategy to prepare residents for the PRITE is feasible and may lead to promising results.
authors.forename: Maria Theresa
authors.initials: MT
authors.lastname: Mariano
authors.forename: Nickie
authors.initials: N
authors.lastname: Mathew
authors.forename: Paula
authors.initials: P
authors.lastname: Del Regno
authors.forename: Cynthia A
authors.initials: CA
authors.lastname: Pristach
mesh_terms: D002983:Clinical Competence; D003479:Curriculum; D004521:Educational Measurement; D006801:Humans; D007396:Internship and Residency / Q000379:methods*; D010379:Peer Group; D011570:Psychiatry / Q000193:education*