Abstract
ObjectivesTo assess the correlation between perception of the learning environment and the approach to learning adopted by anesthesiology residents throughout training in an academic institution in the United States. MethodsThis is a cross-sectional study involving forty-one anesthesiology residents who completed electronic forms of the Revised Two-Factor Study Process Questionnaire to assess learning approaches, and the Dundee Ready Educational Environment Measure questionnaire to assess learning environment. Convenience sampling was used with the current anesthesiology residents. Learning approaches were analyzed with a multiple regression model for correlation between total score, domains, and training level. Analysis of variance was used to assess differences in perception of the learning environment based on training level. Multivariate logistic regression was used to assess the correlation between domains of learning the environment and approaches questionnaires. Cronbach α was used to evaluate the internal consistency of responses within each domain of both questionnaires. ResultsForty-one residents completed the questionnaires. Cronbach α varied between 0.604 and 0.76 among the domains in the Study Process Questionnaire and was greater than 0.60 for the Dundee questionnaire. There was a moderate correlation between total deep approach scores and the total subjective perception of teachers scores (R2= - 0.507, p <0.01). There was no significant association between specific domains of Dundee and study process questionnaires and resident year of training. ConclusionsThe learning approaches adopted by anesthesiology residents and the perception of the educational environment are not correlated with years of training. The DREEM and R-SPQ-2F questionnaires should not be recommended for evaluation of anesthesiology residents.
Highlights
Anesthesiology training in the United States is oriented to the development of core competencies defined by the Accreditation Council for Graduate Medical Education (ACGME).[1]
Our results indicate that there is no correlation between the perception of the learning environment and the approach to learning adopted by anesthesiology residents and that these finding does not change with years of training
The relatively low Cronbach alpha values may be due to the limited number of questions, poor interrelatedness between items or heterogeneous constructs.[25]. We consider that both learning approaches and educational environment present themselves as a continuous heterogeneous construct in residency training, rather than a dichotomous one
Summary
Anesthesiology training in the United States is oriented to the development of core competencies defined by the Accreditation Council for Graduate Medical Education (ACGME).[1] Residency programs must enact their academic curriculum to support learning for their trainees. Residency programs have adjusted the curriculum to the new paradigm shifts regarding teaching and competence assessment, an individual component of the equation unique to each resident determines the learning outcomes.[2,3] The analysis of individual approach to learning addresses why and how students engage in learning and the factors that influence the selection of specific approaches.[4]. Learning approaches have been divided into three distinct, but not dissimilar categories: the surface approach, the deep approach, and the strategic approach. The surface approach to learning involves the memorization and the reproduction of the desired
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
