** Poster Award Nominee

MEDICAL STUDENT EXERCISE DEVELOPMENT AS A STRATEGY FOR RESIDENT INSTRUCTION

Suman Setty*, Mona Papari, Michele Raible and Ilene Harris, University of Illinois at Chicago, Chicago, IL 6061, U.S.A.

Purpose

Use medical student case development as a strategy for resident learning. It is often observed that we learn best by teaching or preparation for teaching.  This study was applied to evaluate the accuracy of this statement.

Methods

Two one -hour sessions, and a follow-up session, were conducted with PG-Y 1 – 4 residents to develop four case studies for use with M2 students during pathology small group sessions.  Actual cases of a spectrum of renal conditions were presented to residents, accompanied by light, immunofluorescence and electron microscopic images of the biopsy.   The differential diagnosis was discussed with the residents in terms of likely presentation, morphology and suitability for use with medical students.  The cases were then presented to medical students, with discussion of a simplified differential diagnosis.

Results

Feedback from the residents suggested that they viewed these sessions as beneficial for their own learning.  Also, assessment of residents’  applied knowledge related to the case content, using multiple choice problem-solving questions showed statistically better performance by residents who attended one or more of the practice/planning sessions or the final presentation.  

Conclusions

Resident practice-based learning is a GME learning objective.  Multi-modality instruction, using actual cases and resident participation in preparation of medical student cases, facilitates resident learning as evidenced by improved performance on an objective assessment.