Many medical residency programs have attempted to equip their trainees with tools to combat burnout using wellness curricula. One often-overlooked aspect of burnout is the support person?s lack of understanding about the stress residents face as well as what is required of them. We describe a program, known as the Family Anesthesia Experience, with a focus on the conversion of the in-person event to a virtual format and comparing learning experience in the two formats. The goals of this program are to improve residents? support persons? understanding of anesthesiology residency and combat physician burnout via a social-relatedness approach. This program was conducted in-person in 2019 and converted to a virtual format in 2020 in response to the COVID-19 pandemic. We collected data from both years to assess the event using different delivery formats. All responders in 2020 and most responders (83.3%) in 2019 felt the event would improve communication between residents and support persons. Thematic analysis revealed benefits and drawbacks of hosting the event virtually. The family day wellness program strengthened support networks for residents and improved support persons? understanding of and empathy for the residency experience. The program adapted well to both in-person and virtual settings.
Background: Educational research projects are often developed and implemented at a single institution. However, the research project methods and results may not be generalizable and able to be replicated successfully at other institutions. The aim of this study was to investigate the process of replicating an effective educational Objective Structured Clinical Examination (OSCE) event at multiple other institutions. Methods: An OSCE event was initially designed and implemented at the primary institution to assess the skill level of junior residents on the performance of basic anesthesia tasks. After the initial implementation, additional institutions were recruited to participate in a replication of this OSCE event at their own institutions. The primary institution provided the OSCE scenarios, assessment tools, rater training, and resident participant instructions. The participating secondary institutions' (n = 4) event managers obtained Institutional Review Board [IRB] approval, developed the event schedule, assigned faculty evaluators, and organized the simulation space at their own medical centers. The events were assessed by the secondary institutions' resident and faculty participants via an anonymous survey regarding the event's content and their perception of its educational value. Results: We replicated a complex educational OSCE event, developed and implemented at 1 institution, at 4 other institutions. Resident participants (n = 60), participating faculty (n = 24), and event directors (n = 4) indicated a high level of appreciation for the OSCE event. Conclusion: Using a structured approach, educational OSCE events can be successfully replicated at multiple institutions. Organization of multi-institutional studies and collaborative efforts is complex. This study illustrates 1 example of how to successfully approach multi-institutional educational projects.
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