Dermatology Resident Generated Textbook Questions as a Resident-Centered Educational Strategy 13
quizzes about neuropharmacology did not improve RITE
performance compared to controls [5]. In another educa-
tional study, radiology residents using an audience re-
sponse system during lectures demonstrated significantly
more learning and long-term retention [6].
The incorporation of resident generated quiz questions
for assigned textbook reading assignments was high-
lighted in our most recent Specialty Specific Program
Information Form (PIF) for the Dermatology Residency
Review Committee. In response to a question about Prac-
tice-Based Learning and Improvement (PR IV.A.5.c), our
program was asked to:
“Describe one learning activity in which residents en-
gage to identify strength s, deficiencies, and limits in their
knowledge and expertise (self-reflection and self-assess-
ment); set learning and improvement goals; identify and
perform appropriate learning activities to achieve self-
identified goals (life-long learning).”
Our response to this question highlighted the adoption
of this new educational process in to our program:
“An example of this type of le arning is when the PG Y4
dermatology chief residents organize assigned textbook
readings from Andrews’ during each academic year, with
the goal of completing this textbook in time for the an-
nual in-service examination. This activity permits our
residents to identify strengths, deficiencies, and limits in
their knowledge and expertise (self-reflection and self-
assessment) and set learning and improvement goals for
themselves through appropriate learning activities in or-
der to achieve self-identified goals such as life-long
learning and critical thinking. These assigned readings
are supervised by dermatology faculty (Dr. E. Kelly). All
the residents read the assignment, and the reading is re-
viewed by a PGY4 resident, with faculty adding per-
spective. This comprehensive reading program is used by
residents at all levels to identify the strengths, deficien-
cies, limits and areas of expertise and areas of special
interest. One of the current PGY4 chiefs, Dr. N. Davis,
has supplemented the assigned readings this year with
short quizzes that he creates based on the readings that
all the residents take prior to discussion as a method of
self-assessment. Residents take the quiz prior to the dis-
cussion and then discover the correct answers during
discussion of the reading by PGY4 residents. This type
of supportive learning environment creates a learning
environment of inquiry and problem solving that helps
residents set learning and improving goals and focus on
the type of learning activities that will help them achieve
their goal of life-long learning and discovery. Dr. E.
Kelly uses this learning activity to promote resident
learning and evaluate the PGY4 residents, especially in
relationship to their ability to communicate and teach
their fellow residents about dermatology topics and their
medical knowledge of these topics.”
This pilot study suggests that resident generated ques-
tions about assigned textbook reading for the purpose of
self-assessment may be applicable to other postgraduate
residency programs outside of dermatology that have re-
quired textbook conferences. Another variation of this
process with potential educational impact might be to
engage all participants in question-generation [7]. Further
exploratory studies with the goal to enhance this aspect
of resident education should be considered. This educa-
tional experience is reported from one intermediate sized
dermatology program, and it may not be directly appli-
cable to smaller or larger programs in the same or dif-
ferent specialties. There was no control group. Question
validity and reliability, as well as questionnaire validity
have not yet been evaluated.
This preliminary educational research indicated that
dermatology residents were receptive to resident-gener-
ated quizzes about assigned textbook readings. Although
additional research which is needed in this area before
any conclusion about the educational value of this activ-
ity can be made, our experience seems to indicate that
this approach may be useful for resident education.
REFERENCES
[1] Accreditation Council for Graduate Medical Education,
“ACGME Program Requirements for Graduate Medical
Education in Dermatology,” 2013.
http://www.acgme.org/acgmeweb/Portals/0/PFAssets/Pro
gramRequirements/080dermatology_07012007.pdf
[2] D. A. Davis, P. E. Mazmanian, M. Fordis, R. Van Harri-
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[4] J. W. Berry and S. L. Chew, “Improving Learning through
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305-312. http://dx.doi.org/10.1080/00986280802373841
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[6] E. I. Rubio, M. J. Bassignani, M. A. White and W. E. Brant,
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[7] R. Ahn and M. Class, “Student-Centered Pedagogy: Co-
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