E1344. The MSK Scavenger Hunt: An Innovative Approach to Resident Education in an Environment of Limited Social Interaction
  1. Susan Braley; University of Cincinnati
  2. Eric England; University of Cincinnati
  3. Artemis Pertides; University of Cincinnati
In previous years, medical teaching has focused on traditional didactic lectures together with in-person narrative instruction. Periodic evaluations and system-based exams have provided some guidance on effectiveness, but many programs rely heavily on tradition. The current pandemic with required social distancing, altered schedules, and scattering of personnel have precluded traditional instruction methods. Lectures have been replaced by online presentations, and direct interaction with trainees has been limited. Instructors often have little experience with strategies that enhance remote learning. Without an updated approach, retention of information by even the most dedicated learner can be difficult, and the opportunity to collaborate, interact with the information, and ask questions is limited. In relative isolation and unusual environments, some learners can find themselves distracted, uncertain, and needing direction. We developed an easily accessible, portable, interactive digital MSK curriculum that promotes learning in the face of inconsistent schedules and limited access to the normal work resources and faculty. Learners are placed in small collaborative groups of mixed training levels, with time flexibility, unlimited ability to communicate, and shared access to directed resources. Groups are placed under the leadership of 2 upper level resident coaches. In addition to interactive learning, this strategy sought to alleviate uncertainty by fostering a sense of community and social interaction despite physical separation. Deliberate emphasis on competition, prompt feedback, and a game-type construct foster a learning environment that is both challenging and enjoyable, providing learners with a sense of continued progress and camaraderie toward a shared educational objective.

Educational Goals / Teaching Points
1. Schedule flexibility and easy access to educational materials allows more learners to fully participate. 2. Periodic assignment submission allows for immediate feedback, correction of errors, and adjustment of curriculum. 3. Active engagement with study resources produces enhanced retention of concepts. 4. Game type construct makes the activity more attractive, and enhances participation.

Key Anatomic/Physiologic Issues and Imaging Findings/Techniques
This presentation showcases an original strategy for remote learning of MSK concepts including musculoskeletal anatomy and disease precesses designed for radiology residents.

A successful remote learning program for trainees requires different strategies than traditional teaching. We present an innovative remote teaching module that is intentionally designed to engage the learner in a collaborative fashion, using a game construct. Use of small groups allows for improved communication, with periodic submission to allow feedback in both directions. Schedule flexibility and easy access to all materials remove many current impediments to successful learning.