Background:
Traditionally internal medicine residents provide consultation service to surgical patients but their formal teaching in perioperative medicine is limited.
Purpose:
Teaching, evaluation and documentation of residents' competency in Perioperative use of beta‐blockers
Material and Methods:
We designed specific curriculum in perioperative medicine for internal medicine residents rotating through hospital medicine consult service. We developed clinical vignettes for residents' competency in perioperative use of beta‐blockers. We used key principles of learning theory of PBL: constructive, self‐directed, collaborative and contextual learning and key principles of education in practice; adequate stimulus, appropriate environment, and appropriate functioning group to make PBL more effective.
We measured residents' progress in PBL by comparing their clinical performance on perioperative use of beta‐blockers before and after intervention. We also compared institutional quality indicator (perioperative use of beta‐blocker) before and after implementation of residents teaching on perioperative use of beta‐blocker.
Summary of Results:
Residents performance on perioperative use of beta‐blockers improved significantly after intervention. Residents average score (on scale of 1‐10) in PBL improved from 4 before intervention to 7 after intervention. There was 40% improvement in institutional quality improvement project on perioperative use of beta‐blockers.
Statement of Conclusions:
Competencies based clinical vignettes designed on key principles of learning theory of PBL and education in practice can be an effective way of teaching, evaluation and documentation of residents PBL and improvement.
Author Disclosure Block:
A. Roy, None.