Education, Research, and Quality Improvement: Education, Research, and Quality Improvement II |

Resident and Fellows Training: Are We Judging Them Objectively? FREE TO VIEW

Iqbal Ratnani; Kirtanaa Voralu, MS; Poovendran Sathasivam, MS; John Fetter, MD; Saleem Zaidi, MD; Salim Surani, MD
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Texas A&M University, Corpus Christi, TX

Copyright 2016, American College of Chest Physicians. All Rights Reserved.

Chest. 2016;150(4_S):624A. doi:10.1016/j.chest.2016.08.716
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SESSION TITLE: Education, Research, and Quality Improvement II

SESSION TYPE: Original Investigation Poster

PRESENTED ON: Wednesday, October 26, 2016 at 01:30 PM - 02:30 PM

PURPOSE: For decades, the clinical rotations have been the integral part of the training. Educational methods have varied from institution to institution and from physicians to physicians during the same rotation. We undertook the task to objectively look at our teaching method and success in our cardiovascular intensive care unit by objectively assessing the residents before and after the four-week clinical rotation.

METHODS: The residents and fellows were given the pre-test of 33 questions to assess their baseline knowledge in the area of critical care medicine and then underwent post-test. They were then given the sets of key critical care articles and landmark studies. During the rotation they also received the didactic one-hour lectures three times per week, besides bedside training.

RESULTS: Over a period of 2011-2015, total of 101 candidates completed the pre-test, 71 candidates completed the post-test and 61 candidates completed both pre and post-test. They were Cardiac Anesthesia Residents, CA-1, CA-2 and CA-3, intern and fellows. The mean pre-test scores were 56.9 +/- 11.4 and post-test score was 70.6 +/- 8.9 with a p value of <0.001. Fellow’s baseline pre-test knowledge was higher then the intern and residents (CA-1 [57.3], CA-2 [55.1], CA-3 [59.7], intern [51.5], fellow [68.3]).

CONCLUSIONS: Structured training does show improvement in the education of residents. The improvements in knowledge as assessed by post-test among fellows were not as significant (likely due to higher baseline theoretical knowledge).

CLINICAL IMPLICATIONS: The structured training helps in improving the knowledge base. In addition it can help in tailoring the educational methods based on objective feed back.

DISCLOSURE: The following authors have nothing to disclose: Iqbal Ratnani, Kirtanaa Voralu, Poovendran Sathasivam, John Fetter, Saleem Zaidi, Salim Surani

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