PMID- 25426736
OWN - NLM
STAT- MEDLINE
DCOM- 20150420
LR  - 20220321
IS  - 1938-808X (Electronic)
IS  - 1040-2446 (Linking)
VI  - 90
IP  - 3
DP  - 2015 Mar
TI  - Using just-in-time teaching and peer instruction in a residency program's core 
      curriculum: enhancing satisfaction, engagement, and retention.
PG  - 384-91
LID - 10.1097/ACM.0000000000000578 [doi]
AB  - PURPOSE: To assess use of the combined just-in-time teaching (JiTT) and peer 
      instruction (PI) instructional strategy in a residency program's core curriculum. 
      METHOD: In 2010-2011, JiTT/PI was piloted in 31 core curriculum sessions taught 
      by 22 faculty in the Northwestern University Feinberg School of Medicine's 
      general surgery residency program. JiTT/PI required preliminary and categorical 
      residents (n=31) to complete Web-based study questions before weekly specialty 
      topic sessions. Responses were examined by faculty members "just in time" to 
      tailor session content to residents' learning needs. In the sessions, residents 
      answered multiple-choice questions (MCQs) using clickers and engaged in PI. 
      Participants completed surveys assessing their perceptions of JiTT/PI. Videos 
      were coded to assess resident engagement time in JiTT/PI sessions versus prior 
      lecture-based sessions. Responses to topic session MCQs repeated in review 
      sessions were evaluated to study retention. RESULTS: More than 70% of resident 
      survey respondents indicated that JiTT/PI aided in the learning of key points. At 
      least 90% of faculty survey respondents reported positive perceptions of aspects 
      of the JiTT/PI strategy. Resident engagement time for JiTT/PI sessions was 
      significantly greater than for prior lecture-based sessions (z=-2.4, P=.016). 
      Significantly more review session MCQ responses were correct for residents who 
      had attended corresponding JiTT/PI sessions than for residents who had not 
      (chi-square=13.7; df=1; P<.001). CONCLUSIONS: JiTT/PI increased learner 
      participation, learner retention, and the amount of learner-centered time. 
      JiTT/PI represents an effective approach for meaningful and active learning in 
      core curriculum sessions.
FAU - Schuller, Mary C
AU  - Schuller MC
AD  - Ms. Schuller is manager, Division of Surgical Education, Department of Surgery, 
      Northwestern University Feinberg School of Medicine, Chicago, Illinois. Dr. 
      DaRosa is professor and vice chair for education, Department of Surgery, 
      Northwestern University Feinberg School of Medicine, Chicago, Illinois. Dr. 
      Crandall is associate professor of surgery, Department of Surgery, Northwestern 
      University Feinberg School of Medicine, Chicago, Illinois.
FAU - DaRosa, Debra A
AU  - DaRosa DA
FAU - Crandall, Marie L
AU  - Crandall ML
LA  - eng
PT  - Journal Article
PL  - United States
TA  - Acad Med
JT  - Academic medicine : journal of the Association of American Medical Colleges
JID - 8904605
SB  - IM
MH  - Faculty, Medical
MH  - General Surgery/*education
MH  - Humans
MH  - *Internship and Residency
MH  - *Peer Group
MH  - Personal Satisfaction
MH  - Problem-Based Learning/*organization & administration
MH  - *Retention, Psychology
EDAT- 2014/11/27 06:00
MHDA- 2015/04/22 06:00
CRDT- 2014/11/27 06:00
PHST- 2014/11/27 06:00 [entrez]
PHST- 2014/11/27 06:00 [pubmed]
PHST- 2015/04/22 06:00 [medline]
AID - 10.1097/ACM.0000000000000578 [doi]
PST - ppublish
SO  - Acad Med. 2015 Mar;90(3):384-91. doi: 10.1097/ACM.0000000000000578.