STUDY OBJECTIVE: To present a new research problem-based learning discussion (PBLD) conference and to evaluate its effect on residents. DESIGN: Retrospective observational study of resident education before and after implementation of a research PBLD. SETTING: Large U.S. academic anesthesiology department. SUBJECTS: 93 anesthesiology residents with research PBLD exposure in the academic year (AY) 2010 and AY 2011, and 85 residents without research PBLD exposure in AY 2008 and AY 2009. MEASUREMENTS: Since AY 2010, a PBLD format has been used to teach residents clinical research fundamentals. The annual 90-minute PBLD addressed residents' perceived barriers to research and introduced research resources available via the Clinical and Translational Science Institute (CTSI). Data recorded were: 1) number of residents who made CTSI consultation solicitations as a new investigator, and 2) number of new research projects proposed by the residents and designed with CTSI consultation. Each outcome was compared between the prePBLD group (AY 2008 [n=43] and AY 2009 [n=42]) and the postPBLD group (AY 2010 [n=43] and AY 2011 [n=50]). MAIN RESULTS: The number of residents who consulted the CTSI as new investigators increased from 4 of 85 residents (4.7%) in the prePBLD group to 13 of 93 residents (14.0%) in the postPBLD group (P = 0.042). The number of new research projects for which the residents consulted CTSI increased from 10 to 20 (100% increase). CONCLUSION: A PBLD format for research education of anesthesiology residents is effective.
STUDY OBJECTIVE: To present a new research problem-based learning discussion (PBLD) conference and to evaluate its effect on residents. DESIGN: Retrospective observational study of resident education before and after implementation of a research PBLD. SETTING: Large U.S. academic anesthesiology department. SUBJECTS: 93 anesthesiology residents with research PBLD exposure in the academic year (AY) 2010 and AY 2011, and 85 residents without research PBLD exposure in AY 2008 and AY 2009. MEASUREMENTS: Since AY 2010, a PBLD format has been used to teach residents clinical research fundamentals. The annual 90-minute PBLD addressed residents' perceived barriers to research and introduced research resources available via the Clinical and Translational Science Institute (CTSI). Data recorded were: 1) number of residents who made CTSI consultation solicitations as a new investigator, and 2) number of new research projects proposed by the residents and designed with CTSI consultation. Each outcome was compared between the prePBLD group (AY 2008 [n=43] and AY 2009 [n=42]) and the postPBLD group (AY 2010 [n=43] and AY 2011 [n=50]). MAIN RESULTS: The number of residents who consulted the CTSI as new investigators increased from 4 of 85 residents (4.7%) in the prePBLD group to 13 of 93 residents (14.0%) in the postPBLD group (P = 0.042). The number of new research projects for which the residents consulted CTSI increased from 10 to 20 (100% increase). CONCLUSION: A PBLD format for research education of anesthesiology residents is effective.
Authors: Susan M Martinelli; Kathleen A McGraw; Corey A Kalbaugh; Stephen Vance; Anthony J Viera; David A Zvara; David C Mayer Journal: J Educ Perioper Med Date: 2014-07-01
Authors: Tetsuro Sakai; Trent D Emerick; David G Metro; Rita M Patel; Sandra C Hirsch; Daniel G Winger; Yan Xu Journal: Anesthesiology Date: 2014-01 Impact factor: 7.892