Expanding Resident Conferences While Tailoring Them to Level of Training: A Longitudinal Study

Farrohki, Ellen T.; Jensen, Aaron R.; Brock, Douglas M.; Cole, Jana K.; Mann, Gary N.; Pellegrini, Carlos A.; Horvath, Karen D.

doi:10.1016/j.jsurg.2008.02.002

« Previous Next »Journal of Surgical Education
Volume 65, Issue 2 , Pages 84-90, March 2008

Expanding Resident Conferences While Tailoring Them to Level of Training: A Longitudinal Study

Ellen T. Farrohki, MD
- Department of Surgery, University of Washington School of Medicine, Seattle, Washington
Aaron R. Jensen, MD
- Department of Surgery, University of Washington School of Medicine, Seattle, Washington
- College of Education, University of Washington School of Medicine, Seattle, Washington
- Correspondence: Inquiries to Aaron R. Jensen, MD, Department of Surgery, University of Washington, 1959 NE Pacific Street, Room BB-487, Box 356410, Seattle, WA 98195-6419; fax: (206) 543-8136
Douglas M. Brock, PhD
- Department of Medical Education and Biomedical Informatics, University of Washington School of Medicine, Seattle, Washington
Jana K. Cole, MD
- Department of Surgery, University of Washington School of Medicine, Seattle, Washington
Gary N. Mann, MD
- Department of Surgery, University of Washington School of Medicine, Seattle, Washington
Carlos A. Pellegrini, MD
- Department of Surgery, University of Washington School of Medicine, Seattle, Washington
Karen D. Horvath, MD
- Department of Surgery, University of Washington School of Medicine, Seattle, Washington

Objective

To evaluate the effect of changing a 1-hour weekly all-resident didactic conference to an expanded 4-hour bimonthly level-specific didactic conference.

Design

Prospective outcome measures included an anonymous 10-item perceptions survey administered at 4 time points (preintervention, 6 months postintervention, 1 year postintervention, and 2 years postintervention), mean attendance rates preintervention and postintervention, and mean ABSITE scores preintervention and postintervention.

Setting

Large university-based surgical residency.

Participants

Surgical residents (R1-R5, n = 75) were divided into junior (R1-R3, n = 56) and senior (R4-R5, n = 19) groups. Each group attended a session every other Wednesday.

Results

Significant improvements were observed in overall resident satisfaction (55% vs 80%, p < 0.005) and level-specific appropriateness of content (81% vs 94%, p < 0.001). Furthermore, resident attendance rates were improved substantially (33% vs 55%, p < 0.001). ABSITE scores were not affected significantly by the change in curriculum structure.

Conclusions

An expanded, bimonthly level-specific didactic curriculum is more effective than a shorter, weekly all-resident conference as evidenced by resident attitudes and attendance. Additional benefits of the alternating schedule include a reduced number of residents in each conference and the availability of residents for clinical educational activities (eg, operative cases or clinic). Expanded educational time has allowed the introduction of nontraditional topics that include leadership, communication, practice management, professionalism, and technical skills training.

Key Words: education, surgical resident, didactic curriculum, level-specific content

Competency: Patient Care, Medical Knowledge, Professionalism, Interpersonal and Communication Skills