Purpose: COVID-19 disrupted all aspects of life, particularly resident learning which relied on in-person didactics and lectures. We have implemented a novel way to virtually and actively engage residents weekly to correspond to ZOOM-lectures as to maximize resident participation, regardless of service responsibilities or location.
Background: Residency education during protected didactics time typically center on formal in-person lecture-based information which trends towards passive intake of information as opposed to active engagement. As the global COVID-19 pandemic disrupted traditional teaching venues, we had to transition to unique, remote, and completely digital platforms to engage residents.
Methods: A quiz was implemented 4/15/2020 and sent for ten weeks. Scores were recorded to identify participation. Feedback was solicited to optimize residency engagement. Test scores were calculated based on each individual participant. Residents from PGY-1, PGY-2, and PGY-3 were included.
Results: Resident ParticipationInitially, we had minimal participation (4/15). By week 3, participation was consistently >50% with highest participation sustained 11-12/15 residents for the majority of the weeks. PGY-3 residents participated most often and had higher scores.
Resident Feedback
Overall, feedback was positive. The most common comments expressed some form of gratitude. Residents responded well to the well-coordinated quiz with lecture topics and outside resources. Residents also positively responded to incorporation of prior material to reinforce knowledge.Selected comments:
I read practice bulletins more closely and consistently, knowing they will be helpful for quizzes. I like to take these pre-lecture as they enhance my learning during lectures.
I always take them after education. It helps me solidify information and clarify concepts!
We discuss them with chiefs/attendings on L&D and it enforces it further.
Discussions: We introduce a novel way to engage residents in a virtual socially-distanced way. Quizzes, based on practice bulletins and correlated to didactics, were positively received. They made learners solidify concepts and improve active engagement. Ways to improve retention were easily implementable. Bundling education in a weekly email, including references to outside resources, were helpful in improving both satisfaction and completion rates. Implementation of a more
Topics: CREOG & APGO Annual Meeting, 2021, Resident, Faculty, Residency Director, Residency Coordinator, Patient Care, Medical Knowledge, Practice-Based Learning & Improvement, GME, Assessment, Lecture, Independent Study, General Ob-Gyn,
Ashley Comfort, MD, Boston Medical Center / BU School of Medicine; Sarah O\'Connor, MD; Elisabeth Woodhams, MD; Michelle Sia, DO
