RATIONALE AND OBJECTIVES: Didactic lectures are an integral component of resident education, but many are missed because of postcall or away rotation status. The authors describe their pilot experience implementing an audiovisual recording program for didactic lectures and report residents' and faculty members' perceptions of this experience. MATERIALS AND METHODS: From July to October 2008, resident conference didactic lectures were recorded on a voluntary faculty basis and posted to a secure Web site using affordable ($500) commercially available equipment. After the trial period, surveys were administered to residents and faculty members. Questions addressed residents' use of the system and its perceived usefulness, as well as its impact on conference attendance, lecture quality, and preparation time. RESULTS: The survey was completed by 32 of 37 residents (86%) and by 24 of 68 (35%) faculty. Median rankings of perceived usefulness of the system (1 = not useful, 5 = extremely useful) were 5 for residents and 3 for faculty members (P < .01, Wilcoxon's rank-sum test). The mean numbers of lectures viewed were 1.7 per week during regular rotations and 3.93 per week during away rotations or night float (P = .02, t test). A majority (21 of 32 [66%]) of residents stated that lecture quality had improved. A majority (21 of 24 [88%]) of faculty members reported no increases in lecture preparation time compared to before the pilot program. CONCLUSIONS: On the basis of its affordability, perceived usefulness by residents, and minimal impact on faculty members' preparation time, a recording system for didactic lectures has the potential to enhance residents' learning at only minimal costs to radiology departments. Copyright 2010 AUR. Published by Elsevier Inc. All rights reserved.
RATIONALE AND OBJECTIVES: Didactic lectures are an integral component of resident education, but many are missed because of postcall or away rotation status. The authors describe their pilot experience implementing an audiovisual recording program for didactic lectures and report residents' and faculty members' perceptions of this experience. MATERIALS AND METHODS: From July to October 2008, resident conference didactic lectures were recorded on a voluntary faculty basis and posted to a secure Web site using affordable ($500) commercially available equipment. After the trial period, surveys were administered to residents and faculty members. Questions addressed residents' use of the system and its perceived usefulness, as well as its impact on conference attendance, lecture quality, and preparation time. RESULTS: The survey was completed by 32 of 37 residents (86%) and by 24 of 68 (35%) faculty. Median rankings of perceived usefulness of the system (1 = not useful, 5 = extremely useful) were 5 for residents and 3 for faculty members (P < .01, Wilcoxon's rank-sum test). The mean numbers of lectures viewed were 1.7 per week during regular rotations and 3.93 per week during away rotations or night float (P = .02, t test). A majority (21 of 32 [66%]) of residents stated that lecture quality had improved. A majority (21 of 24 [88%]) of faculty members reported no increases in lecture preparation time compared to before the pilot program. CONCLUSIONS: On the basis of its affordability, perceived usefulness by residents, and minimal impact on faculty members' preparation time, a recording system for didactic lectures has the potential to enhance residents' learning at only minimal costs to radiology departments. Copyright 2010 AUR. Published by Elsevier Inc. All rights reserved.
Authors: Mary R C Haas; Shuhan He; Kevan Sternberg; Jaime Jordan; Nicole M Deiorio; Teresa M Chan; Lalena M Yarris Journal: J Grad Med Educ Date: 2020-10