Learner-centered education: ICU residents’ expectations of teaching style and supervision level

Abstract

Abstract Background If the education of intensive care unit (ICU) residents focuses on individual learning behavior, the faculty’s style of teaching and level of supervision need to be adapted accordingly. The aim of this study was to delineate the associations between residents’ perceived learning behavior, experience, and demographics and their expectations with regard to teaching style and supervision levels. Methods This multicenter survey obtained data on ICU residents’ base specialty, duration of ICU training, individual postgraduate year, gender, and number of repetitions of ICU skills. Using 4-point Likert scales, residents assessed perceived learning behavior, expected teaching style, and supervision level for respective skills. Multivariate regression analysis was used to evaluate associations between assessed variables. Results Among 109 residents of four interdisciplinary ICUs, 63 (58%) participated in the survey and 95% (60/63) questionnaires were completed. The residents’ perceived learning behavior was associated with number of skill repetitions (p < 0.0001), internal medicine as base specialty (p = 0.02), and skill type (p < 0.0001). Their expected teaching style was associated with learning behavior (p < 0.0001) and skill type (p < 0.0001). Their expected supervision level was associated with skill repetitions (p < 0.0001) and skill type (p < 0.0001). Conclusion For effective learner-centered education, it appears useful to recognize how the residents’ learning behavior is affected by the number of skill repetitions and the skill type. Hence, faculty may wish to take into account the residents’ learning behavior, driven mainly by skill complexity and the number of skill repetitions, to deliver the appropriate teaching style and supervision level.

Keywords

• Education
• Critical care
• Technical skills
• Procedural skills
• Entrustable professional activities
• EPA