Does Self-Assessment Improve the Effectiveness of Grand Rounds Lectures in a Community-Based Teaching Hospital?

Lisa M. Winton, Elizabeth M N Ferguson, Chiu-Hsieh Hsu, Neal Agee, Ryan D. Eubanks, Patrick J. O'Neill, Ross F. Goldberg, Tammy R. Kopelman, Jesse N. Nodora, Daniel M. Caruso, Ian K. Komenaka

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Objective: To determine whether use of self-assessment (SA) questions affects the effectiveness of weekly didactic grand rounds presentations. Design: From 26 consecutive grand rounds presentations from August 2013 to April 2014, a 52-question multiple-choice test was administered based on 2 questions from each presentation. Setting: Community teaching institution. Participants: General surgery residents, students, and attending physicians. Results: The test was administered to 66 participants. The mean score was 41.8%. There was no difference in test score based on experience with similar scores for junior residents, senior residents, and attending surgeons (43%, 46%, and 44%; p = 0.13). Most participants felt they would be most interested in presentations directly related to their surgical specialty. Participants, however, did not score differently on topics which were the focus of the program (40% vs. 42%; p = 0.85). Journal club presentations (39% vs. others 42%; p = 0.33) also did not affect the score. The Pearson correlation coefficient for attendance was 0.49 (p <0.0001) demonstrated that attendance was very important. Participation in the weekly SA was significantly associated with improved score as those who participated in SA scored over 20% higher than those who did not (59% vs. 38%; p <0.0001). Based on multiple linear regression for mean score, SA explained the variation in score more than attendance. Conclusions: The current study found that without preparation approximately 40% of material presented is retained after 10 months. Participation in weekly SA significantly improved retention of information from grand rounds presentations.

Original languageEnglish (US)
JournalJournal of Surgical Education
DOIs
StateAccepted/In press - 2016

Fingerprint

Teaching Rounds
self-assessment
Teaching Hospitals
Teaching
community
Surgical Specialties
resident
Linear Models
participation
Self-Assessment
Students
Physicians
club
didactics
surgery
physician
regression

Keywords

  • Effectiveness
  • Evaluation
  • Grand rounds
  • Learning
  • Medical Knowledge
  • Patient Care
  • Practice-Based Learning and Improvement
  • Professionalism
  • Surgery
  • Systems-Based Practice
  • Teaching

ASJC Scopus subject areas

  • Surgery
  • Education

Cite this

Does Self-Assessment Improve the Effectiveness of Grand Rounds Lectures in a Community-Based Teaching Hospital? / Winton, Lisa M.; Ferguson, Elizabeth M N; Hsu, Chiu-Hsieh; Agee, Neal; Eubanks, Ryan D.; O'Neill, Patrick J.; Goldberg, Ross F.; Kopelman, Tammy R.; Nodora, Jesse N.; Caruso, Daniel M.; Komenaka, Ian K.

In: Journal of Surgical Education, 2016.

Research output: Contribution to journalArticle

Winton, LM, Ferguson, EMN, Hsu, C-H, Agee, N, Eubanks, RD, O'Neill, PJ, Goldberg, RF, Kopelman, TR, Nodora, JN, Caruso, DM & Komenaka, IK 2016, 'Does Self-Assessment Improve the Effectiveness of Grand Rounds Lectures in a Community-Based Teaching Hospital?', Journal of Surgical Education. https://doi.org/10.1016/j.jsurg.2016.04.014
Winton, Lisa M. ; Ferguson, Elizabeth M N ; Hsu, Chiu-Hsieh ; Agee, Neal ; Eubanks, Ryan D. ; O'Neill, Patrick J. ; Goldberg, Ross F. ; Kopelman, Tammy R. ; Nodora, Jesse N. ; Caruso, Daniel M. ; Komenaka, Ian K. / Does Self-Assessment Improve the Effectiveness of Grand Rounds Lectures in a Community-Based Teaching Hospital?. In: Journal of Surgical Education. 2016.
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abstract = "Objective: To determine whether use of self-assessment (SA) questions affects the effectiveness of weekly didactic grand rounds presentations. Design: From 26 consecutive grand rounds presentations from August 2013 to April 2014, a 52-question multiple-choice test was administered based on 2 questions from each presentation. Setting: Community teaching institution. Participants: General surgery residents, students, and attending physicians. Results: The test was administered to 66 participants. The mean score was 41.8{\%}. There was no difference in test score based on experience with similar scores for junior residents, senior residents, and attending surgeons (43{\%}, 46{\%}, and 44{\%}; p = 0.13). Most participants felt they would be most interested in presentations directly related to their surgical specialty. Participants, however, did not score differently on topics which were the focus of the program (40{\%} vs. 42{\%}; p = 0.85). Journal club presentations (39{\%} vs. others 42{\%}; p = 0.33) also did not affect the score. The Pearson correlation coefficient for attendance was 0.49 (p <0.0001) demonstrated that attendance was very important. Participation in the weekly SA was significantly associated with improved score as those who participated in SA scored over 20{\%} higher than those who did not (59{\%} vs. 38{\%}; p <0.0001). Based on multiple linear regression for mean score, SA explained the variation in score more than attendance. Conclusions: The current study found that without preparation approximately 40{\%} of material presented is retained after 10 months. Participation in weekly SA significantly improved retention of information from grand rounds presentations.",
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AU - Winton, Lisa M.

AU - Ferguson, Elizabeth M N

AU - Hsu, Chiu-Hsieh

AU - Agee, Neal

AU - Eubanks, Ryan D.

AU - O'Neill, Patrick J.

AU - Goldberg, Ross F.

AU - Kopelman, Tammy R.

AU - Nodora, Jesse N.

AU - Caruso, Daniel M.

AU - Komenaka, Ian K.

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AB - Objective: To determine whether use of self-assessment (SA) questions affects the effectiveness of weekly didactic grand rounds presentations. Design: From 26 consecutive grand rounds presentations from August 2013 to April 2014, a 52-question multiple-choice test was administered based on 2 questions from each presentation. Setting: Community teaching institution. Participants: General surgery residents, students, and attending physicians. Results: The test was administered to 66 participants. The mean score was 41.8%. There was no difference in test score based on experience with similar scores for junior residents, senior residents, and attending surgeons (43%, 46%, and 44%; p = 0.13). Most participants felt they would be most interested in presentations directly related to their surgical specialty. Participants, however, did not score differently on topics which were the focus of the program (40% vs. 42%; p = 0.85). Journal club presentations (39% vs. others 42%; p = 0.33) also did not affect the score. The Pearson correlation coefficient for attendance was 0.49 (p <0.0001) demonstrated that attendance was very important. Participation in the weekly SA was significantly associated with improved score as those who participated in SA scored over 20% higher than those who did not (59% vs. 38%; p <0.0001). Based on multiple linear regression for mean score, SA explained the variation in score more than attendance. Conclusions: The current study found that without preparation approximately 40% of material presented is retained after 10 months. Participation in weekly SA significantly improved retention of information from grand rounds presentations.

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