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Implementing an interactive curriculum for obstetric anesthesia residents: impact on resident competency and satisfaction
Abstract Number: SA-47
Abstract Type: Original Research
Emerging educational paradigms – spaced education, evidence-based practice, and simulation – have been validated for resident education, but their impact on obstetric (OB) anesthesiology residents is unreported. Our OB anesthesia service has traditionally employed a twice-daily lecture or whiteboard presentation format, however, average subsection Anesthesia Knowledge Test (AKT) scores and interest in new paradigms have prompted a re-evaluation of this approach. We thus implemented a novel, more interactive curriculum and sought to evaluate its impact on residents’ knowledge and satisfaction.
After IRB exemption, OB anesthesia residents attended daily 40-minute didactic sessions by OB anesthesia faculty and fellows. The study design was as follows, in an alternating-month pattern for 8 months:
Control group: traditional lectures
Intervention group: problem-based learning, low-fidelity simulation, evidence-based literature review, and question-answer sessions, followed by an electronic quiz to assess and reinforce topics
Both groups completed a knowledge pre- and post-test at the beginning and end of their rotation, respectively. In addition, satisfaction with educational offerings was surveyed daily and at rotation’s end. Resident AKT scores will be compared before and after the intervention once available in July 2016.
Pre-and post-test performance and resident satisfaction results from 5 months (3 control,2 intervention) have been completed to date (table 1). Resident satisfaction with the interactive curriculum in aggregate was significantly higher (p=0.045) compared to traditional lecture. However, overall end-of-rotation satisfaction was equally high in both groups. Post-intervention AKT scores are pending.
Residents’ daily satisfaction increases with a more interactive curriculum during their OB anesthesia subspecialty month, although no changes in pre- and post-knowledge were recorded. How new educational paradigms can be optimized in terms of content and frequency is still in need of further evaluation, particularly as it relates to improvement of long-term knowledge transfer. As medical subspecialties vary significantly in subject matter, cognitive tasks, and pace of diagnosis and treatment, efficacious teaching modalities for one’s subspecialty residents should be critically, and individually, assessed.
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