• Yun-Yun K Chen, Robert W Lekowski, Sascha S Beutler, Morana Lasic, Jason D Walls, Justin T Clapp, Kara Fields, Angela S Nichols, Darin J Correll, Angela M Bader, and Alexander F Arriaga.
• Department of Anesthesiology, Perioperative and Pain Medicine, Brigham and Women's Hospital, Harvard Medical School, 75 Francis Street, CWN-L1, Boston, MA 02115, USA. Electronic address: ykchen@partners.org.
• J Clin Anesth. 2022 May 1; 77: 110615.

Study ObjectiveThis study aimed to assess the impact of data-driven didactic sessions on metrics including fund of knowledge, resident confidence in clinical topics, and stress in addition to American Board of Anesthesiology In-Training Examination (ITE) percentiles.DesignObservational mixed-methods study.SettingClassroom, video-recorded e-learning.SubjectsAnesthesiology residents from two academic medical centers.InterventionsResidents were offered a data-driven didactic session, focused on lifelong learning regarding frequently asked/missed topics based on publicly-available data.MeasurementsResidents were surveyed regarding their confidence on exam topics, organization of study plan, willingness to educate others, and stress levels. Residents at one institution were interviewed post-ITE. The level and trend in ITE percentiles were compared before and after the start of this initiative using segmented regression analysis.ResultsNinety-four residents participated in the survey. A comparison of pre-post responses showed an increased mean level of confidence (4.5 ± 1.6 vs. 6.2 ± 1.4; difference in means 95% CI:1.7[1.5,1.9]), sense of study organization (3.8 ± 1.6 vs. 6.7 ± 1.3;95% CI:2.8[2.5,3.1]), willingness to educate colleagues (4.0 ± 1.7 vs. 5.7 ± 1.9;95% CI:1.7[1.4,2.0]), and reduced stress levels (5.9 ± 1.9 vs. 5.2 ± 1.7;95% CI:-0.7[-1.0,-0.4]) (all p < 0.001). Thirty-one residents from one institution participated in the interviews. Interviews exhibited qualitative themes associated with increased fund of knowledge, accessibility of high-yield resources, and domains from the Kirkpatrick Classification of an educational intervention. In an assessment of 292 residents from 2012 to 2020 at one institution, there was a positive change in mean ITE percentile (adjusted intercept shift [95% CI] 11.0[3.6,18.5];p = 0.004) and trajectory over time after the introduction of data-driven didactics.ConclusionData-driven didactics was associated with improved resident confidence, stress, and factors related to wellness. It was also associated with a change from a negative to positive trend in ITE percentiles over time. Future assessment of data-driven didactics and impact on resident outcomes are needed.Copyright © 2021 Elsevier Inc. All rights reserved.

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