Resident Learning Styles: Are We Maximizing Learning Opportunities for Today’s Resident Learner?

Pamela A.  Mergens; Lopa  Misra; Seth P.  Hanley; Nichole L.  Townsend; Kathleen E.  Knapp

doi:10.4236/ojanes.2015.57032

Kathleen E. Knapp, Nichole L. Townsend, Seth P. Hanley, Lopa Misra, Pamela A. Mergens

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.

Keywords: Resident Education, Standardized Examination, Didactic Sessions, Study Methods

Cite this paper: Knapp, K. , Townsend, N. , Hanley, S. , Misra, L. and Mergens, P. (2015) Resident Learning Styles: Are We Maximizing Learning Opportunities for Today’s Resident Learner?. Open Journal of Anesthesiology, 5, 177-182. doi: 10.4236/ojanes.2015.57032.

References

[1] Nasca, T.J., Philibert, I., Brigham, T. and Flynn, T.C. (2012) The Next GME Accreditation System—Rationale and Benefits. The New England Journal of Medicine, 366, 1051-1056.
http://dx.doi.org/10.1056/NEJMsr1200117

[2] Green, M.L., Aagaard, E.M., Caverzagie, K.J., et al. (2009) Charting the Road to Competence: Developmental Milestones for Internal Medicine Residency Training. Journal of Graduate Medical Education, 1, 5-20.
http://dx.doi.org/10.4300/01.01.0003

[3] Ebert, T.J. and Fox, C.A. (2014) Competency-Based Education in Anesthesiology: History and Challenges. Anesthesiology, 120, 24-31.

[4] Moskowitz, E.J. and Nash, D.B. (2007) Accreditation Council for Graduate Medical Education Competencies: Practice-Based Learning and Systems-Based Practice. American Journal of Medical Quality, 22, 351-382.
http://dx.doi.org/10.1177/1062860607305381

[5] Lewis, S.B. (2011) Finding the Learning Sweet Spot. NEJM Journal Watch.
http://blogs.jwatch.org/general-medicine/index.php/2011/09/finding-the-learning-sweet-spot/

[6] Chang, D., Kenel-Pierre, S., Bas, S., et al. (2014) Study Habits Centered on Completing Review Questions Result in Quantitatively Higher American Board of Surgery In-Training Exam Scores. Journal of Surgical Education, 71, 127-131.
http://dx.doi.org/10.1016/j.jsurg.2014.07.011

[7] Eastin, T.R. and Bernard, A.W. (2013) Emergency Medicine Residents’ Attitudes and Opinions of In-Training Exam Preparation. Advances in Medical Education and Practice, 4, 145-150.
http://dx.doi.org/10.2147/AMEP.S49703

[8] Schmitz, C.C., D’Cunha, J. and Antonoff, M.B. (2010) Developing Self-Regulated Learning Habits Can Help Residents Be Better Learners. American College of Surgeons.