A Graduated Responsibility Supervising Resident Experience Using Mastery Learning Principles.

Area of Science:

• Medical Education
• Emergency Medicine
• Residency Training

Background:

• Supervising residents and managing an emergency department (ED) presents unique challenges for junior physicians.
• Traditional residency programs offer limited specific training for these advanced responsibilities.

Purpose of the Study:

• To develop and evaluate a progressive, mastery learning-based supervisory experience for PGY-3 residents.
• To equip residents with the necessary skills to independently manage an ED.

Main Methods:

• Implemented a 4-shift block system at a community site for PGY-3 residents, simulating attending duties.
• Defined mastery as achieving 23/24 points across four domains: Organization, Leadership/Communication, Flow, and Patient Care.
• Allowed residents meeting mastery to advance to more complex supervisory roles.

Main Results:

• 83% (10/12) of PGY-3 residents achieved the defined mastery standard.
• Residents excelled in Leadership/Communication (2.67/3) but scored lowest in Flow (2.41/3).
• 90% of residents reported feeling prepared for attending physician responsibilities post-experience.

Conclusions:

• A mastery learning approach effectively facilitates the acquisition of skills needed to run a busy ED.
• The program shows promise in preparing residents for independent practice.
• Further evaluation will assess long-term effectiveness and gather faculty/resident feedback.