Asking what do residents value most: a recent overview of internal medicine residents’ learning preferences

Abstract

BackgroundLittle is known about the preferred learning experiences of today’s internal medicine residents. We conducted a survey of the educational experiences in an internal medicine residency to determine the learning opportunities internal medicine residents value most and why.MethodsAn online, anonymous survey of 182 internal medicine residents was performed, with each resident receiving a survey each day over nine days. Participants were asked to state their most valuable learning experience over the past day, describe why it was valuable, and rank it on a 5-point Likert-type scale. Resident free-text responses were coded and grouped into themes. The location of and participants in the experience were also examined.ResultsThe 182 residents completed a total of 303 surveys. Of the 303 surveys, 92% (N=277) of the responses noted their chosen learning experience was useful. An attending was involved in 50% (N=152) of experiences; the patient was noted as a participant in 8% (N=25) of experiences. Free-text responses were coded into five thematic groups descriptive of why residents found their learning experiences to be valuable: Repetition in Learning, Effective Pedagogy, Clinical Problem Solving as an Individual or Collaboratively, Opportunity for Active Engagement, and Bedside Learning.ConclusionOur data provide a broader framework for designing and implementing future faculty development and resident curricula that emphasize interprofessional education and the patient as a key educational figure.

Strategies for effective intern orientation

“…The orientation design should be integrated to promote collaborative problem solving, the opportunity for active engagement and repetition in learning -all invaluable ingredients for effective learning experiences. 6 Blended learning methods that employ supplementary online educational materials can also be used to further emphasise individual key concepts. One type of blended learning, the flipped classroom, incorporating both online lessons as well as classroom instruction, is a dynamic educational strategy introduced as early as day 1 of intern orientation in some programmes.…”

Medical students' perspectives on learning preferences within clinical settings

“…We read with great interest the study by Caton et al 1 regarding residents and their perceptions surrounding which learning experiences serve as the most effective. While the American residency program equates to the British foundation program, such insights are hugely pertinent to us as final-year medical students who are starting the third term of hospital attachments before beginning the house jobs.…”

“…We appreciate the thoughtful comments we received from Fahad Mohammad and Aniruddh Shenoy, two medical students at the College of Medical and Dental Sciences, University of Birmingham, Birmingham, UK, regarding our article “Asking what do residents value most: a recent overview of internal medicine residents learning preferences”. 1 …”

From final-year medical student to resident: changes in learning preferences

“…We read with great interest the recent article by Caton et al 1 exploring the type of learning experience that internal medicine residents find most useful. As final-year medical students from a UK-based medical school, who are <10 months away from completing our degree, we found it interesting to contrast the learning preferences of the residents from this study with our own.…”

“…We welcome the insightful comments we received from Samyukta Sundar and Alice Lee, two final-year medical students from the Faculty of Medicine, Imperial College London, regarding our article “Asking what do residents value most: a recent overview of internal medicine residents’ learning preferences.” 1 …”