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Anesthesiology Research and Practice
Volume 2015 (2015), Article ID 623959, 4 pages
Research Article

The Impact of a Dedicated Research Education Month for Anesthesiology Residents

1Department of Anesthesiology, University of Michigan Medical School, Ann Arbor, MI 48105, USA
2Department of Anesthesiology, University of Arkansas, Little Rock, AR 72205, USA

Received 29 September 2014; Revised 23 December 2014; Accepted 24 December 2014

Academic Editor: Steven K. Howard

Copyright © 2015 Robert E. Freundlich et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


An educational intervention was implemented at the University of Michigan starting in 2008, in which anesthesiology interns complete a dedicated month-long didactic rotation in evidence-based medicine (EBM) and research methodology. We sought to assess its utility. Scores on a validated EBM test before and after the rotation were compared and assessed for significance of improvement. A survey was also given to gauge satisfaction with the quality of the rotation and self-reported improvement in understanding of EBM topics. Fourteen consecutive interns completed the research rotation during the study period. One hundred percent completed both the pre- and postrotation test. The mean pretest score was 7.78 ± 2.46 (median = 7.5, 0–15 scale, and interquartile range 7.0–10.0) and the mean posttest score was 10.00 ± 2.35 (median = 9.5, interquartile range 8.0–12.3), which represented a statistically significant increase (, Wilcoxon signed-rank test). All fourteen of the residents “agreed” or “strongly agreed” that they would recommend the course to future interns and that the course increased their ability to critically review the literature. Our findings demonstrate that this can be an effective means of improving understanding of EBM topics and anesthesiology research.