(P-ED-6) Pathology Resident Satisfaction With Assigned Reading and With Writing Summary Statements and Multiple-Choice Questions Incorporated in a Blood Bank/Transfusion Medicine Curriculum

On July 1, 2023, a newly implemented blood bank/transfusion medicine (BB/TM) curriculum requires rotating anatomic and clinical pathology (AP/CP) residents to read a variety of assigned materials 4 days per week [median 37 pages per day, IQR = 34-41], 4 weeks per block. For each day of reading: residents write their key takeaway points from each reference in 3 summary statements (SS) and 3 total multiple-choice questions (MCQs); residents discuss their SS and MCQs with BB/TM faculty. Faculty then modifies resident MCQs (remaining within the reading scope) and administers them to residents as a weekly quiz and cumulative final exam.

Study

Design/Methods:

The AP/CP program employs 16 residents at a large ( >1,000 beds) academic medical center. Assigned materials were selected by BB/TM faculty who perceive them to be essential, high-yield, well-regarded, and appropriate for BB/TM practice during and after residency; they do not include board preparation materials. At the conclusion of each block, residents were encouraged to be honest and transparent when filling out a non-anonymous Microsoft Forms survey consisting of Likert scale (strongly agree, agree, neutral, disagree, strongly disagree) and open-ended questions.

Results/Findings:

Eight (88.9%) of 9 residents completed the survey. Four (50%) PGY1-3 residents disagree or strongly disagree there was sufficient time for reading, preparing MCQs and SS. The majority of residents preferred reading materials other than textbooks, and no more than half enjoyed reading the Technical Manual and peer-reviewed articles; however, they are generally neutral or favorable to reading all assigned resources as sufficient in becoming an independent and competent physician (Table 1). Seven (87.5%) residents responded either neutral, agree, or strongly agree when asked if they find educational value in preparing MCQs and SS. Specifically, when asked, “Preparing MCQs is relevant to becoming an independent and competent physician,” the median score of quizzes and the final exam for 5 (62.5%) residents who answered “Disagree” or “Neutral” was 67% versus 84% for 3 (37.5%) residents who answered “Agree.”

Conclusions:

Assigning a resident to write only a brief number of short SS and MCQs provides fodder for discussing important BB/TM concepts with an attending, who can then write individualized board-style MCQs that help engaged residents reinforce the material they learned. The freedom residents have to invest in self-directed learning and to adhere to adult learning principles is alarmingly limited by reportedly cumbersome reading requirements, insufficient time for reading, and resident dissatisfaction with reading irreplaceable resources including primary peer-reviewed literature and the Technical Manual. This survey reflects an entrustable relationship in curriculum design balancing resident input with faculty perceptions regarding relevant BB/TM content.