Resident Learning Styles: Are We Maximizing Learning Opportunities for Today’s Resident Learner?

Kathleen E. Knapp, Nichole L. Townsend, Seth P. Hanley, Lopa Misra, Pamela A. Mergens

Department of Anesthesiology, Mayo Clinic, Phoenix, Arizona, USA.

DOI: 10.4236/ojanes.2015.57032                

Abstract

Medical education is in constant evolution. It is important to continuously evaluate how residents are being taught in order to improve, and to maximize didactic time while improving standardized test scores. The aim of this study is to assess how residents prefer to learn, which factors preclude residents from studying, the prevalence of certain teaching methods at our institutions, and how this affects standardized exam scores. In order to gather this data, residents across the three Mayo Clinic campuses were anonymously surveyed regarding their preferred study habits, factors that affect their ability to study, how they are most frequently taught within their program, and their most recent in training exam (ITE) scores. Residents are frequently encountering didactic lessons that are consistent with their preferred study methods. However, there seems to be a number of preferred study methods that may not be represented by standard didactic sessions. There are many other factors that affect a resident’s ability to study and those should be taken into consideration by the department when deciding how to teach their residents.

Keywords

Resident Education, Standardized Examination, Didactic Sessions, Study Methods

Conflicts of Interest

The authors declare no conflicts of interest.

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