Asking what do residents value most: a recent overview of internal medicine residents’ learning preferences
Received 16 February 2018
Accepted for publication 17 April 2018
Published 5 July 2018 Volume 2018:9 Pages 509—518
Checked for plagiarism Yes
Review by Single anonymous peer review
Peer reviewer comments 2
Editor who approved publication: Dr Md Anwarul Majumder
Julia B Caton,1 Stephen R Pelletier,2 Helen M Shields1
1Brigham and Women’s Hospital, Harvard Medical School, Boston, MA, USA; 2Center for Evaluation, Harvard Medical School, Boston, MA, USA
Background: Little is known about the preferred learning experiences of today’s internal medicine residents. We conducted a survey of the educational experiences in an internal medicine residency to determine the learning opportunities internal medicine residents value most and why.
Methods: An online, anonymous survey of 182 internal medicine residents was performed, with each resident receiving a survey each day over nine days. Participants were asked to state their most valuable learning experience over the past day, describe why it was valuable, and rank it on a 5-point Likert-type scale. Resident free-text responses were coded and grouped into themes. The location of and participants in the experience were also examined.
Results: The 182 residents completed a total of 303 surveys. Of the 303 surveys, 92% (N=277) of the responses noted their chosen learning experience was useful. An attending was involved in 50% (N=152) of experiences; the patient was noted as a participant in 8% (N=25) of experiences. Free-text responses were coded into five thematic groups descriptive of why residents found their learning experiences to be valuable: Repetition in Learning, Effective Pedagogy, Clinical Problem Solving as an Individual or Collaboratively, Opportunity for Active Engagement, and Bedside Learning.
Conclusion: Our data provide a broader framework for designing and implementing future faculty development and resident curricula that emphasize interprofessional education and the patient as a key educational figure.
Keywords: residency, effective pedagogy, learning experience, educational modalities, resident learning, interprofessional education
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