Implementation of an “After Hours” Resident Educational Program in a General Surgery Residency: A Paradigm for Increasing Formal Didactic Training Outside of the Hospital Setting in the Era of the 80-Hour Workweek

Introduction

Residency programs have been forced to curtail many educational activities to comply with duty-hour restrictions. We describe an “after hours” educational program as a forum to provide small-group education customized for each training level to compliment our formal curriculum.

Methods

Sessions within each general surgery specialty were organized such that 1 session each month was open to either junior (R1 and R2) or senior (R3-R5) trainees and hosted by surgical faculty. Attendance was optional and limited to 15 residents per session with the format determined by the hosting faculty. Participants completed a postsession survey.

Results

Fourteen sessions were held during the 2008-2009 academic year. All sessions were >90% subscribed within 1 week of announcement and attendance was 88%. The average session duration was 2.6 ± 0.4 hours. Junior resident sessions focused on preparing R1 and R2 residents to handle common consult questions; senior resident sessions were modeled as “mock oral boards.” Resident and faculty responses to the postsession questionnaire were similar and favorable with respect to the educational value of this format.

Conclusions

There is enthusiasm among faculty and trainees to provide small-group, level-specific educational programs outside of the hospital setting and the 80-hour workweek. Such a program is easily implemented, highly effective, and well received. This format has the added benefit of improving interaction between faculty and residents and increasing the camaraderie of a surgical training program.

Key Words: 80-hour workweek, × surgical residency, education and didactic curriculum, Journal of Surgical Education

Competencies: Medical Knowledge, Practice Based Learning and Improvement, Systems Based Practice