Finding Value in Surgical Didactics: Longitudinal Resident Feedback From Case-Based and Traditional Lectures in an Orthopaedic Residency

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• 作者：Jonathan C. Barnwell ; MD¹ ; ^{Jonathanbarnwell@gmail.com} ; Jason J. Halvorson ; MD ; Robert D. Teasdall ; MD ; Eben A. Carroll ; MD
• 关键词：graduate medical education ; teacher evaluation ; case-based learning ; student feedback
• 刊名：Journal of Surgical Education
• 出版年：2017
• 出版时间：January-February 2017
• 年：2017
• 卷：74
• 期：1
• 页码：61-67
• 全文大小：672 K
• 卷排序：74

文摘

To evaluate orthopedic resident perceptions of a didactic curriculum presented in traditional and case-based formats.DesignProspective cohort study using anonymous web-based survey after each conference evaluating resident perceptions of faculty participation, didactic delivery, content, and overall conference value. Conferences were structured as primarily case-based or traditional lecture. Logistic analysis was performed to determine factors predictive of rating a conference as valuable time spent.SettingOrthopedic residency training program at single institution over an academic year.ParticipantsOrthopedic residents in postgraduate training year 1 to 5 attending mandatory didactic conference.ResultsCased-based conferences received higher Likert ratings on residents’ perception of faculty participation, instructor delivery, and improvement in topic understanding when compared to traditional lecture-based conferences (p < 0.0001 for each factor). Residents also were more likely to rate case-based conferences as valuable time spent (p < 0.0001). In our logistic model, factors associated with a negative likelihood of rating a conference as valuable were lecture format (odds ratio [OR] = 0.155, 95% CI: 0.115-0.208), PGY-2 level presenter (OR = 0.288, 95% CI: 0.169-0.490), and PGY-3 level presenter (OR = 0.433, 95% CI: 0.269-0.696). Timing in the year, surgical subspeciality, and conference identity were not significant predictors of conference value rating.ConclusionsLongitudinal resident feedback demonstrates highly favorable resident perceptions toward case-based formats in didactic sessions. Junior levels residents are not perceived as effective as senior residents and faculty in presenting material in either format. These methods allow for a dynamic approach to identifying strengths and weaknesses in a resident curriculum as a well as a means for more focused and real-time improvements.