JMIR Publications

ABSTRACT

Background:

Resident reading and information seeking behavior is limited by time constraints, and comfort accessing and assessing evidence based resources. Educational technology interventions, as the preferred method for millennial leaners, can reduce these barriers. We implemented an educational web tool, consisting of peer-reviewed articles, local and national protocols and policies, built into the daily workflow of a university based anesthesiology department. We hypothesized that this web tool would increase resource utilization, and overall perceptions of the educational environment.

Objective:

To demonstrate that an educational web tool designed and built into the daily workflow of an academic anesthesia department for trainees will significantly decrease barriers to resource utilization and improve faculty-trainee teaching interactions and the perceptions of the educational environment.

Methods:

Following IRB approval, a longitudinal cohort survey study was conducted to assess trainee resource utilization, faculty evaluation of trainees’ resource utilization, and trainee and faculty perceptions about the educational environment. The survey study was conducted in a pre-/post- fashion three months prior to web tool implementation, and three months following implementation. Data were de-identified, and analyzed unpaired using students t-test for continuous data, and chi-squared test for ordinal data.

Results:

Survey response rates were greater then 50% in all groups. Trainees showed a significant improvement in utilization of peer-reviewed articles (pre-implementation mean 8.67, post-implementation mean 18.27; P=.02), national guidelines (pre-implementation mean 2.3, post-implementation mean 6.14; P=.001) and local policies and protocols (pre-implementation mean 2.23, post-implementation mean 6.95; P=.015). There was significant improvement in faculty-trainee educational interactions. Faculty assessment of trainee resource utilization significantly improved across all resource categories. Subgroups amongst trainees and faculty showed similar trends towards improvement.

Conclusions:

Learning technology interventions significantly decrease the barriers to resource utilization, particularly among millennial learners. Further investigation has been undertaken to assess how this may impact learning, knowledge retention, and patient outcomes. Clinical Trial: MedStar Georgetown University IRB exemption granted.