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Anesthesiology Research and Practice
Volume 2016, Article ID 8543809, 6 pages
http://dx.doi.org/10.1155/2016/8543809
Research Article

Impact of an Innovative Classroom-Based Lecture Series on Residents’ Evaluations of an Anesthesiology Rotation

1Department of Anesthesiology, Perioperative and Pain Medicine, 300 Pasteur Drive H3580, Stanford University School of Medicine, Stanford, CA 94305-5640, USA
2Biostatistics University of Washington, Seattle, WA 98195, USA
3Stanford University School of Medicine, Stanford, CA 94305-5640, USA
4Hoag Memorial Hospital Presbyterian, Newport Beach, CA 92663, USA

Received 17 August 2015; Accepted 20 January 2016

Academic Editor: Audun Stubhaug

Copyright © 2016 Pedro Tanaka 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.

Abstract

Introduction. Millennial resident learners may benefit from innovative instructional methods. The goal of this study is to assess the impact of a new daily, 15 minutes on one anesthesia keyword, lecture series given by faculty member each weekday on resident postrotation evaluation scores. Methods. A quasi-experimental study design was implemented with the residents’ rotation evaluations for the 24-month period ending by 7/30/2013 before the new lecture series was implemented which was compared to the 14-month period after the lecture series began on 8/1/2013. The primary endpoint was “overall teaching quality of this rotation.” We also collected survey data from residents at clinical rotations at two other different institutions during the same two evaluation periods that did not have the education intervention. Results. One hundred and thirty-one residents were eligible to participate in the study. Completed surveys ranged from 77 to 87% for the eight-question evaluation instrument. On a 5-point Likert-type scale the mean score on “overall teaching quality of this rotation” increased significantly from 3.9 (SD 0.8) to 4.2 (SD 0.7) after addition of the lecture series, whereas the scores decreased slightly at the comparison sites. Conclusion. Rotation evaluation scores for overall teaching quality improved with implementation of a new structured slide daily lectures series.