Award: Presidential Poster Award
Adam C. Bledsoe, MD, Christopher Stephenson, Saswati Mahapatra, MS, Cathy Schleck, BS, Jay Mandrekar, PhD, C. Scott Collins, MD, William Sanchez, MD, Karthik Ravi, MD, Christopher Wittich, MD, PharmD, Laura E. Raffals, MD, FACG
Mayo Clinic, Rochester, MN
Introduction: Learning styles among gastroenterology providers have not been reported and may have implications in improving continuing medical education (CME). This study aims to 1) evaluate learning styles among gastroenterology providers participating in a board review course, 2) assess self-reported burnout, and 3) determine if demographic information, practice style, or burnout was associated with specific learning styles.
Methods: Participants at the 2018 Mayo GI and Hepatology Board Review Course had the opportunity to participate in an anonymous, survey-based study evaluating learning styles and burnout. Demographic and practice information, reason for participating in the course, questions regarding burnout and callousness, and the Kolb Learning Style Inventory (KLSI) (v3.1, Korn Ferry Hay Group, Boston, MA) were collected. Associations between demographic data, burnout, and learning styles were assessed using Fisher’s exact test.
Results: A total of 71 of 230 participants elected to participate and 47 completed the KLSI. Median age range was 41-50 years, 31 (43.7%) were female, and 60 (84.5%) had MD or DO degree. All regions of the United States were represented and 4 participants were from outside of the US. Reasons for participation included new certification (12.7%), recertification (45.1%), not passing prior board certification (4.2%), and general knowledge (38%). Burnout was noted by 27 (38%), callousness by 19 (26.8%), and both by 9 (12.7%). Kolb learning styles were diverging in 27.7%, assimilating in 31.9%, converging in 27.7%, and accommodating in 12.8%. There were no associations with demographics, practice type or reason for taking the course with specific learning styles; however, more frequent markers of burnout were associated with the accommodating learning style (50% burnout only, 33% callous only, and 16.7% reporting both; P=.03).
Discussion: All learning styles are represented at the studied board review course and are dispersed throughout ages, sex, geography, and practice style. This highlights the importance of a transition from lecture-based CME to more varied education modalities. Indices of self-reported burnout are seen frequently in this cohort, and seem to have increased association with the accommodating learning style. Future study with more participants is needed to further understand learning styles and burnout in gastroenterology providers, with the aim of improving CME.
Citation: Adam C. Bledsoe, MD, Christopher Stephenson, Saswati Mahapatra, MS, Cathy Schleck, BS, Jay Mandrekar, PhD, C. Scott Collins, MD, William Sanchez, MD, Karthik Ravi, MD, Christopher Wittich, MD, PharmD, Laura E. Raffals, MD, FACG. P0781 - LEARNING STYLES AND BURNOUT IN GASTROENTEROLOGY: SHOULD CONTINUING MEDICAL EDUCATION BE CHANGED TO ACCOMMODATE ALL LEARNING STYLES?. Program No. P0781. ACG 2019 Annual Scientific Meeting Abstracts. San Antonio, Texas: American College of Gastroenterology.