The Junior Resident's Perspective of Learning in a Simulation‐Based Otolaryngology Boot Camp

Abstract

Objectives: 1) Determine what residents experience in an otolaryngology boot camp (OBC). 2) Understand how the individual resident’s background influences learning. Methods: Using a qualitative phenomenological approach, investigators interviewed 36 junior otolaryngology residents who had participated in a one-day simulation-based OBC. The residents attended camps in Washington, DC (July 2012), or in London, Ontario (September 2012). A semi-structured interview of each resident was recorded and transcribed. Using Moustakaa’ss analysis, the interviews were broken up into codes and clusters to create a codebook. To ensure trustworthiness of the qualitative data, investigators used upfront debriefing, investigator triangulation, epoche, reciprocal coding of transcripts, member checks, and thick, rich description. Results: Five learning themes emerged during OBC: 1) Residents aim to gain knowledge and experience to positively affect their performance and patient outcomes. 2) Prior clinical experience and OBC’s realistic scenarios influenced resident learning. 3) The residents valued their development of leadership and teamwork. 4) Residents actively learn by synthesis and application of their knowledge. 5) The faculty plays a critical role in the boot camp. Conclusions: The Accreditation Council for Graduate Medical Education (ACGME) has specific core requirements to improve resident performance and competency. To address this, innovative otolaryngology faculty has developed specialty specific boot camps, and quantitative research has documented the learners’ performance gains. Using the residents’ own words, this qualitative research study shows how residents learn and why residents benefit from attending a simulation-based otolaryngology boot camp. This research will help us better understand our learners and how we can improve their learning experience.