Texting preferences in a Paediatric residency

Draper, Lauren; Kuklinski, Cadence; Ladley, Amy; Adamson, Gregory T.; Broom, Matthew A.

doi:10.1111/tct.12590

Cited by 4 publications

(5 citation statements)

References 9 publications

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“…Residents stated that timing and frequency of learning was important, with participants preferring paced learning and incorporation of efforts early in training. A study on a text-based question and answer exam preparation platform showed that one of the positives features according to participants was that the program gave daily content and employed a rich question/answer format [9].…”

Section: Discussionmentioning

confidence: 99%

“…In one intervention, answering weekly questions delivered through email was correlated with better ABP CE performance results [3]. Similarly, a texting program which delivered a combination of commonly tested facts and questions to pediatrics residents was associated with improvements in their In-Training Exam (ITE) results [9]. Another residency program used a board review course method for pediatric residents who were at risk of failing the boards and described positive results with this intervention [21].…”

Section: Discussionmentioning

confidence: 99%

“…A study of anesthesiology residents used surveys to capture learner preferences and how these preferences correlated to their In-Training Exams [7]. In others studies, there has been some exploration of factors leading to acceptance of board preparation programming and learner preferences, but this was not the primary aim of these studies [8][9][10]. These studies did not focus on understanding overarching attitudes and preferences of the residents, but rather focused only on their perceptions related to a specific educational platform.…”

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Exploring Pediatric Resident Attitudes and Preferences for Board Exam Preparation

Liu

Reed

Mahan

et al. 2020

Cureus

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The American Board of Pediatrics Certifying Exam (ABP CE) is a high stakes exam and is important for employment and fellowship opportunities in pediatrics. Although research has suggested interventions which may improve scores, little research has focused on resident perception of preparation for the ABP CE. In this study, we aimed to better define pediatric residents' attitudes and preferences regarding preparation for the ABP CE. MethodsPediatric residents from one residency program were invited to participate in focus groups to discuss their attitudes and preferences on board exam preparation for the ABP CE. Focus groups were audio recorded and transcribed. Conventional content analysis was used to analyze qualitative data. From the transcripts, authors developed codes through an iterative process, which were then organized into categories. These categories were then grouped into themes. ResultsNineteen residents participated in three focus groups. Focus group transcription analysis resulted in 49 codes, which were sorted into 26 categories. The categories were then grouped into four key themes: 1) the ABP CE is not immediately important early in residency; 2) more personalized guidance is preferred; 3) consistent board preparation focus from the residency program is valued; 4) learning format is important. ConclusionsResidents believe preparation for the ABP CE increases in importance as they progress through residency, and they desire more personalized, consistent, and structured focus from their training program related to ABP CE preparation. Attention to these perceptions can help guide pediatric residency program leadership in developing effective board exam preparation strategies and curricula for their residents.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

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Exploring Pediatric Resident Attitudes and Preferences for Board Exam Preparation

Liu

Reed

Mahan

et al. 2020

Cureus

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“…A 2011 randomised trial in China compared text messaging with a traditional lecture or workshop for improving medical knowledge, and showed a benefit in the texting group . In graduate medical education, separate texting studies with family medicine residents and paediatric residents failed to show any improvement in medical knowledge . A 2012 study with obstetrics and gynaecology (OB/GYN) residents showed an improvement in medical knowledge using a texting educational program .…”

Section: Introductionmentioning

confidence: 99%

text4peds: a randomised text‐messaging trial

Brownsworth

Kaniecki

Broom

2018

The Clinical Teacher

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Summary Background The use of cell phone text messaging in the medical field is of growing interest, but there are few data examining its value in medical education. The text4peds educational text‐messaging program was created for third‐year medical students preparing for the National Board of Medical Examiners (NBME) paediatric subject examination. Methods A randomised, controlled trial was conducted with third‐year medical students on their paediatric clerkship. Students in the intervention group received daily messages consisting of multiple‐choice questions with links to online material. The control group received no text messages. The impact of the intervention was assessed by examining the participants’ NBME examination scores and by participant surveys. Results A total of 162 students participated in the study. There was no statistical difference between the two groups, with the texting group having a mean score of 77.7 and with the non‐texting group having a mean score of 77.8 on the NBME. Subgroup analysis examining the effect of anticipated specialty and online material interaction also failed to find any statistically significant difference. Students reported satisfaction with the program, with 84% rating the text messages as helpful. The students rated their participation as high, with 92% saying that they looked at the messages more than 60% of the time. Among those who received text messages, 90% would recommend the program to others. Conclusion A text‐messaging‐based educational tool had a perceived positive educational value for medical students. This study failed to show any statistically significant impact on NBME examination scores from the text‐messaging intervention.

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“…W e note with interest the article by Draper et al regarding the use of texting as a learning aid. 1 As fourth-year medical students, we have devised a system of examination revision through text messaging in recognition of the utility of short pieces of information in improving recall. 2 We used the 'WhatsApp' application owing to its 'bookmark' feature, which allows users to highlight and store messages for easy retrieval.…”

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confidence: 99%