Abstract
Medical education is in constant evolution. It is important to continuously evaluate how residents are being taught in order to improve, and to maximize didactic time while improving standardized test scores. The aim of this study is to assess how residents prefer to learn, which factors preclude residents from studying, the prevalence of certain teaching methods at our institutions, and how this affects standardized exam scores. In order to gather this data, residents across the three Mayo Clinic campuses were anonymously surveyed regarding their preferred study habits, factors that affect their ability to study, how they are most frequently taught within their program, and their most recent in training exam (ITE) scores. Residents are frequently encountering didactic lessons that are consistent with their preferred study methods. However, there seems to be a number of preferred study methods that may not be represented by standard didactic sessions. There are many other factors that affect a resident’s ability to study and those should be taken into consideration by the department when deciding how to teach their residents.
Highlights
Since the institution of the Accreditation Council for Graduate Medical Education (ACGME) in 1981, resident education has gone through a number of drastic changes
Survey Design In May 2014, a workgroup consisting of residents and consultants in the department of Anesthesiology at Mayo Clinic in Arizona convened to design a survey questionnaire that could be sent to Mayo Clinic residents across the three sites to determine resident study habits
This study has shown that residents are frequently encountering program mandated didactic lessons which are consistent with their preferred study methods
Summary
Since the institution of the Accreditation Council for Graduate Medical Education (ACGME) in 1981, resident education has gone through a number of drastic changes. Changes have been implemented in order to transition from a time-based to a competency-based education system where milestones or specific outcomes must be met in order to advance. With these new mandates, residency programs have attempted to revamp their programs both clinically and didactically in an effort to progress residents through these appropriate metrics in a timely manner [3]. Our investigation is directed at assessing how residents prefer to study versus how they are most frequently taught in order to better understand where potential changes can be made to the current curriculum and didactic schedule of our institution
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