title: Use of Key Words as an Adjunctive Learning Tool Improves Learning During a Perioperative Medicine Rotation for Anesthesiology Residents.
abstract: Designing a successful block rotation for anesthesiology residents requires not only an appropriate curriculum but also a set of teaching tools, which promote learning. Traditional clinical rotations in Anesthesiology residencies emphasize clinical teaching, supported by interaction with staff. Since Perioperative Medicine is a non-traditional subject for anesthesia residents, we introduced a syllabus, and didactic curriculum to support clinical teaching. We hypothesized that the use of key words would enhance learning. Alternating groups of residents were assigned to receive key words, while control residents were expected to learn without key words. The key words were delivered in writing on the first day of the rotation and the syllabus was highlighted to identify the key words in the text. Pre and post-tests were administered to residents participating in the perioperative rotation. Learning was assessed by calculating the change in test scores. There was significantly more learning in the group given the key words. We conclude that key word designation improved learning in a rotation designed to teach perioperative medicine.
authors.affiliation: Staff, Department of General Anesthesiology, The Cleveland Clinic Foundation, Cleveland, Ohio; Head, Section of Acute Perioperative Medicine, Department of General Anesthesiology, The Cleveland Clinic Foundation, Cleveland, Ohio.
authors.forename: J E
authors.initials: JE
authors.lastname: Tetzlaff
authors.affiliation: Staff, Department of General Anesthesiology, The Cleveland Clinic Foundation, Cleveland, Ohio.
authors.forename: J V
authors.initials: JV
authors.lastname: Ryckman
keywords: Anesthesiology; Perioperative Medicine; key words; learning; teaching