Department of Surgery, University of Florida College of Medicine, Gainesville Florida.
Department of Surgery, University of Florida College of Medicine, Gainesville Florida.
J Surg Res. 2019 Oct;242:87-93. doi: 10.1016/j.jss.2019.04.044. Epub 2019 May 6.
To improve the online curriculum at the authors' program, study habits and learning resources of surgical interns were evaluated. Based on the results, changes were implemented to align with their teaching conferences. We sought to determine utilization and satisfaction with the new materials.
At the end of the 2017 academic year, surgical interns at a single institution voluntarily responded to an Institutional Review Board-approved survey regarding new and established learning material use and study habits. Responses were deidentified. Descriptive statistics were performed on demographics. Likert responses underwent Mann-Whitney analysis (α = 0.05).
The response rate was 52.9% (n = 9). The internet was the most-used resource (P < 0.05). All respondents used the internet to varying degrees. Textbooks and the internet were always used by 22.2%. 33.3% never used textbooks to study. There was a statistically significant increase in internet access but not with other materials (P < 0.05). Regarding new material organized from the pilot, none was consistently accessed. 55.6% sometimes used new weekly reading links associated with a question bank. 66.7% were somewhat satisfied with these links. 44.4% were somewhat satisfied with new video links, organized in parallel with This Week in Surgical Council on Resident Education. Limited sample size did not allow for meaningful statistical analysis of material use with American Board of Surgery In-Training Examination scores.
Overall, materials organized based on pilot study feedback were not widely used, and satisfaction was limited. The statistically significant increase in use of internet resources warrants attention. Focusing changes in future curricular design may help create a more effective learning environment.
为了改进作者所在项目的在线课程，评估了外科住院医师的学习习惯和学习资源。根据评估结果，对课程进行了调整，使其与教学会议保持一致。我们旨在确定新教材的使用情况和满意度。
在 2017 学年结束时，一所机构的外科住院医师自愿对一项机构审查委员会批准的调查做出回应，该调查涉及新的和已建立的学习材料的使用情况以及学习习惯。回应是匿名的。对人口统计学数据进行描述性统计。采用曼-惠特尼分析（α=0.05）对李克特式反应进行分析。
回应率为 52.9%（n=9）。互联网是使用最多的资源（P<0.05）。所有受访者都在不同程度上使用互联网。教科书和互联网总是被 22.2%的人使用。33.3%的人从不使用教科书学习。互联网的访问量有显著增加，但其他材料没有（P<0.05）。关于从试点项目中组织的新材料，没有一项是经常被访问的。55.6%的人有时会使用与题库相关的新的每周阅读链接。66.7%的人对这些链接有些满意。44.4%的人对与 This Week in Surgical Council on Resident Education 平行组织的新视频链接有些满意。由于样本量有限，无法对材料的使用情况与美国外科住院医师协会住院医师培训考试成绩进行有意义的统计分析。
总体而言，根据试点研究反馈组织的材料并没有被广泛使用，满意度有限。互联网资源使用量的显著增加值得关注。未来课程设计的重点变化可能有助于创造更有效的学习环境。
