ABSTRACT
BACKGROUND: Although there are many ways to convey knowledge, attitudes, and techniques when teaching residents and students, the most optimal method (lecture, online lecture, online tutorial, simulator practice, and so on) is yet to be determined. METHODS: This study was designed to be a prospective analysis of change in resident behavior, and the model chosen was resident compliance with alcohol screening during admissions to the trauma service. Baseline values were determined the month before the educational "intervention," which was planned to be a 1-hour lecture during Grand Rounds on the importance of screening for alcohol disuse syndromes. After the "intervention," results were analyzed at 3 points in time: during the first month after the lecture and then at 3 and 12 months. RESULTS: Resident compliance with alcohol usage screening rose from 53% at baseline to 80% at 1 year. CONCLUSIONS: This straightforward model of utility of a lecture showed a significant change in resident behavior.
Subject(s)
Educational Measurement , Medical History Taking , Teaching , Alcohol Drinking , Education, Medical , Humans , Internship and Residency , Prospective StudiesABSTRACT
BACKGROUND: Accreditation Council for Graduate Medical Education (ACGME) competencies have increased the focus on education. A 1-year study of observational assessments was conducted. METHODS: "Point of Observation" evaluations were completed by faculty for postgraduate year (PGY) I and II surgery residents. Resident procedures and patient office visits were rated in 9 categories, using a Likert scale. Interns were expected to perform at a novice level (0-30%) and PGY II residents at an advanced level, with improvements expected. RESULTS: PGY I and II residents showed overall improved scores (12% and 6%, respectively) over 1 year. Intern improvements in 9 categories were linear, ranging from 0% to 48%. PGY II resident scores were more variable, with improvements noted in 6 categories ranging from 10% to 30%. Three categories declined in scores, ranging from 2% to 18%. CONCLUSIONS: Competencies bring emphasis to education and measurable outcomes. Early efforts have proven valuable in identifying curriculum and learning needs.
