D. Dolan1, J. Aalberg2, C. Divino1 1The Mount Sinai Hospital,General Surgery,New York, NEW YORK, USA 2Tufts University School of Medicine,School Of Medicine,Boston, MA, USA
Introduction:
The didactic lecture style used to teach residents hasn’t significantly changed since the beginning of the 20th century. Only in the last 20 years has problem-based learning begun to accompany lectures. Previously, questions were asked via PowerPoint© and Personal Digital Assistants (PDAs) during lectures. Now digital applications (apps) on smartphones have replaced PDAs. One example of an app is PollEverywhere© which allows audience response to questions, surveys, and images posted by the presenter. The presenter can then assess learners’ understanding and address problem areas. By using the app with the lectures given during surgical education, it was hypothesized that both subjective satisfaction with learning and objective scores on the American Board of Surgery In-Training Exam (ABSITE) would increase.
Methods:
The 31 categorical surgery residents at the Icahn School of Medicine of postgraduate year (PGY) 2 or higher in January 2017 were eligible to participate. PollEverywhere© was used to ask quiz questions in large group lectures from Fall 2016 to the 2017 ABSITE. After IRB approval and individual consent was obtained, the residents were surveyed before and after the 2017 ABSITE and data on previous test performance acquired including all ABSITE raw, calculated out of 800 total points, and percentile scores. Satisfaction score and raw score changes were then calculated.
Results:
19 of 31 residents (61%) completed the pre- and post-ABSITE surveys. 53% believed using the app contributed to their learning. 74% were satisfied with the current way the app was used. 84% were interested in continuing to use the app in the next academic year. ABSITE raw score change before PollEverywhere© in 2015-2016 was determined for each PGY level and then compared to the raw score change of the same PGY level from 2016-2017 to measure the app's effect. After PollEverywhere©, raw scores improved in the PGY 1-2 and 2-3 groups but this was not noted to be statistically significant (Table 1). Previous test performance, sleep prior to exam, and difficulty of rotation were not found to be modifying propensity factors.
Conclusion:
Most residents were satisfied with PollEverywhere© and believed it contributed to their learning. The ABSITE cannot test all concepts taught within the academic year and so sample error of the test itself will change the score changes seen. Despite this, scores generally improved with use of the app. This study lacked statistical power due to sample size. Further work is needed with a larger sample to determine statistical significance, refine how to better implement the technology to improve satisfaction and scores, and determine any propensity modifying factors.
