Formative Feedback with In-Class Question Bank Utilization Improves Resident Satisfaction with General Surgery Didactics

Abstract

Background: Formative feedback provides low-stakes opportunities for educational improvement. To enrich our basic science didactics, formative feedback measures were incorporated into our didactics using mobile devices. Materials and Methods: Lecture changes included institutional paid access to a commercial question bank, a 5-item in-class pre-didactic quiz curated from the question bank and taken on the resident's mobile device, and group discussion of quiz topics. An anonymous survey was sent to participating residents. Results: Overall response rate was 71% among residents. All reported that the new lecture format was a valuable addition to the basic science curriculum (100% Agree/Strongly Agree), and formative assessments provided valuable feedback about the progress of their learning (Strongly Agree = 42%, Agree =58%). All residents reported that in-class use of their mobile device for quizzes was convenient, with majority (84%) preferring it over paper printouts. Residents were more motivated to study before lecture (Strongly Agree = 42%, Agree =42%), with majority also reporting the new format helped identify weaknesses in their knowledgebase (Strongly Agree = 58%, Agree =33%). While majority of residents agreed that quizzes motivated them to study more after lecture, a large portion disagreed (42%). Majority of senior residents reported that the process of composing quizzes prior to lecture enriched their own learning (57%) and helped them find gaps in their knowledge (71%). Conclusion: Incorporating a commercial question bank within didactics gives general surgery residents formative feedback and encourages learning outside the classroom, leading to improved satisfaction with basic science didactics.

Continuous multidimensional assessment system of medical residents in teaching hospitals

“…According to previous reviews of comprehensive performance evaluation programs, they have been most influential in the axis of observation and evaluation. 7 , 17 The influence of the observation axis indicates the importance of a comprehensive and constructive evaluation system. 17 In the present study, the aspects and components of the continuous evaluation system were reviewed using the ideas of experts in four basic steps to guarantee a complete evaluation.…”

“…According to previous reviews of comprehensive performance evaluation programs, they have been most influential in the axis of observation and evaluation 7,17 . The influence of the observation axis indicates the importance of a comprehensive and constructive evaluation system 17 .…”

“… 5 Clinical assessment methods that are accompanied by feedback promote learning and are able to evaluate the student in areas that are difficult to evaluate by traditional methods. 6 , 7 …”

“…5 Clinical assessment methods that are accompanied by feedback promote learning and are able to evaluate the student in areas that are difficult to evaluate by traditional methods. 6,7 Studies performed by Ogunyemi et al, 8 Goldstein and Zuckerman, 9 and Stark et al 10 about the assessment of the professional skills and behavioral competence of residents suggest that assessment requires more than one group of evaluators. In other words, multiple groups of evaluators need to be involved in the assessment.…”

“…Furthermore, clinical evaluation of students through direct observation in practical and real situations will guarantee their ability to cope and predict clinical events in specific patient conditions 5 . Clinical assessment methods that are accompanied by feedback promote learning and are able to evaluate the student in areas that are difficult to evaluate by traditional methods 6,7 …”