The Evolving Educational Challenge: Balancing Patient Numbers, Conference Attendance, Sleep, and Resident Wellness

Kocolas, Irene; Hobson, Wendy L.; Daftary, Ameet S.; King, Marta; Bale, James F.

doi:10.1016/j.acap.2019.08.009

Cited by 2 publications

(2 citation statements)

References 9 publications

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“…However, medical educators continue to debate the value of scheduled didactics versus experiential learning. 5 Situated learning theorizes that learning occurs by performing authentic activity (eg, caring for real patients), 6 , 7 and residents may miss valuable patient care experiences by leaving the workplace to attend conferences. 8 Studies describing the contribution of resident conferences to knowledge acquisition report conflicting results.…”

Section: Introductionmentioning

confidence: 99%

A Qualitative Study of Pediatric Residents’ Experiences at Morning Report

Lockwood,

Williams,

Tanverdi

et al. 2023

Journal of Medical Education and Curricular Development

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Objectives Morning Report is a prevalent classroom learning activity in residency programs. Yet, its contribution to resident education remains unclear. Our objective was to explore pediatric residents’ perceptions of the purpose of Morning Report as well as their experiences at Morning Report both as learners and resident presenters. Methods We performed a qualitative study with a grounded theory approach using semi-structured focus groups of pediatric residents (November 2016-July 2017) from a large academic health center. We analyzed data with the constant comparative method, generating codes using an iterative approach and collecting data until reaching saturation. We identified major themes and resolved disagreements by consensus. Results Twenty-six residents participated in five focus groups. Data analysis yielded four themes: Morning Report is Multipurpose, Socialization and Engagement Influence the Learning Environment, Potential for Emotional Discomfort, and Barriers to Prioritizing Morning Report Attendance. Residents felt the primary purpose of Morning Report was acquiring medical knowledge, but also acknowledged Morning Report's added benefits of providing an opportunity for socialization and a mental reprieve before work rounds. Residents felt Morning Report was educational when engaged in interactive discussion; however, it was challenging to meet the differing needs in this mixed learner level format. Some resident learners were hesitant to participate due to fears of being judged, and some resident presenters perceived a need to be topic experts. Clinical responsibilities and exhaustion following busy service rotations often precluded Morning Report attendance. Conclusion Pediatric residents described numerous purposes of Morning Report, including opportunities for valuable learning. Self-perceived learning was positively influenced by engagement and a sense of connection and challenged by emotional discomfort at times. Future work can explore how to best promote engagement and foster a safe learning environment.

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Section: Introductionmentioning

confidence: 99%

A Qualitative Study of Pediatric Residents’ Experiences at Morning Report

Lockwood,

Williams,

Tanverdi

et al. 2023

Journal of Medical Education and Curricular Development

View full text Add to dashboard Cite

show abstract

“…[10][11][12][13] The nature of emergency medicine (EM) practice and resident clinical schedules places constraints on didactic time and the majority of programs that use a block weekly format (ie, a weekly half day reserved for didactics). [14][15][16] Addressing the needs of multiple learner levels within the available didactic time and structure presents an additional challenge. Despite growing support for level-specific didactics, this is far from the norm.…”

Section: Introductionmentioning

confidence: 99%

Development, Implementation, and Evaluation of an Open Access, Level-Specific, Core Content Curriculum for Emergency Medicine Residents

Moore

Ketterer

Wheaton

et al. 2021

Journal of Graduate Medical Education

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Background Leaders in graduate medical education must provide robust clinical and didactic experiences to prepare residents for independent practice. Programs traditionally create didactic experiences individually, requiring tremendous resources with variable content exposure and quality. Objective We sought to create and implement a free, open access, learner-centric, level-specific, emergency medicine (EM) residency curriculum. Methods We developed Foundations of Emergency Medicine (FoEM) Foundations I and II courses using Kern's model of curriculum development. Fundamental topics were identified through content guidelines from the American Board of Emergency Medicine. We incorporated learner-centric strategies into 2 flipped classroom, case-based courses targeting postgraduate year (PGY) 1 and PGY-2 residents. The curriculum was made freely available online in 2016. Faculty and resident users were surveyed annually for feedback, which informed iterative refinement of the curriculum. Results Between 2016 and 2020, registration for FoEM expanded from 2 sites with 36 learners to 154 sites and 4453 learners. In 2019, 98 of 102 (96%) site leaders and 1618 of 2996 (54%) learners completed the evaluative survey. One hundred percent of responding leaders and 93% of learners were “satisfied” or “very satisfied” with FoEM content. Faculty and residents valued FoEM's usability, large volume of content, quality, adaptability, organization, resident-faculty interaction, and resident-as-teacher opportunities. Challenges to implementation included resident attendance, conference structure, technology limitations, and faculty engagement. Conclusions We developed and implemented a learner-centric, level-specific, national EM curriculum that has been widely adopted in the United States.

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The Evolving Educational Challenge: Balancing Patient Numbers, Conference Attendance, Sleep, and Resident Wellness

Cited by 2 publications

References 9 publications

A Qualitative Study of Pediatric Residents’ Experiences at Morning Report

A Qualitative Study of Pediatric Residents’ Experiences at Morning Report

Development, Implementation, and Evaluation of an Open Access, Level-Specific, Core Content Curriculum for Emergency Medicine Residents

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