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Meeting the Educational Needs of Off-Service Residents on a Surgical Service

Meeting the Educational Needs of Off-Service Residents on a Surgical Service. Nicole Woods and Najma Ahmed Department of Surgery, University of Toronto. Department of Surgery University of Toronto. The Problem. GS rotation highly rated by general surgery residents

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Meeting the Educational Needs of Off-Service Residents on a Surgical Service

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  1. Meeting the Educational Needs of Off-Service Residents on a Surgical Service Nicole Woods and Najma Ahmed Department of Surgery, University of Toronto Department of Surgery University of Toronto

  2. The Problem • GS rotation highly rated by general surgery residents • Poorly rated by family practice residents • Competencies required by these two group of learners clearly very different

  3. How do we meet the learning needs of these two diverse groups of learners ?

  4. How do we meet the learning needs of these two diverse groups of learners ?

  5. Purpose • Create and implement a curriculum that would be responsive to the needs of FP residents completing a one-month GS rotation • Create an exemplar of how to optimize the learning of off-service residents on a surgical service

  6. Methods • Needs assessment: • 19 PGY 1 & 2 FP residents • 9 had completed general surgery • 10 had yet to complete general surgery • Questionnaires: 3 page, likert scale • Focus Groups: 4, 1 hour focus groups

  7. Results of Needs Assessment Identified 4 major deficiencies • Inadequate exposure to out-pt GS problems • Feeling unprepared for trauma • Inadequate experience with minor surgery • Inadequate knowledge of wounds/ostomies

  8. Design of New Curriculum • Structured out patient clinic experience • ATLS pre GS rotation • Minor plastics OR day • Wound care workshop given by ACNP • Education of faculty and GS residents about the unique learning needs of FP residents

  9. Performance Gap Analysis 30 items divided into 4 four domains • Ambulatory clinic experience • In patient and ED experience • Trauma bay experience • Ambulatory OR experience At start and end of rotation, rated present and desired comfort with various competencies • derived from needs assessment

  10. p=0.03 N = 21 N = 24

  11. Performance Gap Analysis N = 24

  12. Conclusion • Identified unmet learning needs of FP residents rotating on GS • Created and implemented a needs based curriculum • Measurable increase in learner satisfaction and comfort with various competencies derived from needs assessment

  13. Exemplar Model that could be used to improve learner satisfaction of off-service resident on various rotations

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