Background: Residents have increasing difficulty in attaining competent medical knowledge. To develop a more collaborative structured educational program, we designed a survey.
Methods: A 19-item anonymous online survey was sent to OB/GYN residents at our institution to query for perceptions of best learning methods, motivating factors, and barriers. Responses were compared by postgraduate year and self-reported previous year’s CREOG score.
Results: Of a total of 48 residents, 95.8% participated in the survey, with approximately equal distributions of upper level and lower level residents. Sixty five percent scored below 200 on last year\'s exam.The majority of residents (65.2 %) reported studying under 3 hours/week, with time listed as the common barrier, and 67% preferred practice bulletins and committee opinions over textbooks and journal articles. The most effective motivator for doing well on the CREOG was a day off work. Compared to senior residents, junior residents prefer learning by hands-on experience (76.0% vs 42.9%, p=0.02) and studying at home (58.3% vs 28.6%, p=0.04). There was no correlation between reported study time and CREOG score performance, and near unanimous support for weekly quizzes with remediation for poor performance. In addition, higher performers (>200) desired a mandatory reading program more than low scorers ( < 200), but this was not statistically significant (p=0.81).
Discussions: Surveying residents’ perceptions and preferences for learning can assist a residency program to develop a more effective structured curriculum.
Keywords: Perceptions, Learning
Topics: CREOG & APGO Annual Meeting, 2016, Resident, Faculty, Residency Director, Residency Coordinator, Practice-Based Learning & Improvement, GME, Independent Study, Problem-Based Learning,
Cristina Wallace, MD, UT Health Medical School; Sara Holcombe, DO; Jenny Duret-Uzodinma, MD; John Riggs, MD; Eugene Toy, MD
