Original Article

Using a Chat-Based Trivia Activity to Foster Community in Residency

Authors: Orhue Odaro, MD, Jonathan Lim, MD

Abstract

Objectives: For residency programs rotating at multiple sites, building a strong community can be challenging when house staff are geographically separated. Medical educators have had widespread use of technology to create virtual classrooms, discussion boards, and other activities. Less is known, however, about smaller-scale use of technology such as longitudinal use of chat to engage learners. We developed a chat-based trivia activity using social media tools to promote learning, community, and belonging in a large multisite residency program.

Methods: Residents in our large academic program were invited to participate in a question-based activity called Internal Medicine Trivia Thursdays (IMTT) via the chat application GroupMe. Three to five questions were asked of all of the participants using a multimedia format. Question content included topics from the residency didactic curriculum and trivia about program leadership. A voluntary, anonymous survey on the effect of the activity on learning and belonging was sent to all of the residents at the end of the academic year.

Results: Of the 224 residents, there were 48 survey respondents (21.4% response rate). When asked about overall satisfaction with the program, 43.8% (21/48) of all of the respondents reported feeling “somewhat satisfied” or “very satisfied.” Residents who frequently participated in Internal Medicine Trivia Thursdays experienced greater excitement about learning and a greater sense of community compared with those with infrequent to no participation.

Conclusions: Our intervention used a theoretical framework of connectivism to design a virtual learning activity to engage residents, as well as to foster community among residents and between residents and program leadership. We believe this virtual learning experience is low cost and feasible, requiring mostly facilitator time. This study also contributes to the literature by evaluating outcomes related to social belonging and engagement. Future iterations should aim to optimize the methods of delivery by considering user-friendliness and the ability to opt out of the activity.

This content is limited to qualifying members.

Existing members, please login first

If you have an existing account please login now to access this article or view purchase options.

Purchase only this article ($25)

Create a free account, then purchase this article to download or access it online for 24 hours.

Purchase an SMJ online subscription ($75)

Create a free account, then purchase a subscription to get complete access to all articles for a full year.

Purchase a membership plan (fees vary)

Premium members can access all articles plus recieve many more benefits. View all membership plans and benefit packages.

References

1. Agarwal G, Mosquera M, Ring M, et al. Work engagement in medical students: an exploratory analysis of the relationship between engagement, burnout, perceived stress, lifestyle factors, and medical student attitudes. Med Teach 2020;42:2992013;305.
 
2. Salles A, Wright RC, Milam L, et al. Social belonging as a predictor of surgical resident well-being and attrition. J Surg Educ 2019;76:3702013;377.
 
3. Rogers E, Polonijo AN, Carpiano RM. Getting by with a little help from friends and colleagues: testing how residents’ social support networks affect loneliness and burnout. Can Fam Physician 2016;62:e6772013;e683.
 
4. Wood EA, Egan SC, Ange B, et al. Association of self-reported burnout and protective factors in single institution resident physicians. J Grad Med Educ 2020;12:2842013;290.
 
5. Hehir E, Zeller M, Luckhurst J, et al. Developing student connectedness under remote learning using digital resources: a systematic review. Educ Inf Technol (Dordr.) 2021;26:65312013;6548.
 
6. Augustin M. How to learn effectively in medical school: test yourself, learn actively, and repeat in intervals. Yale J Biol Med 2014;87:2072013;212.
 
7. Buckley H, Nimmon L. Social connectedness in virtual learning contexts. Clin Teach 2021;18:2082013;209.
 
8. Flynn L, Jalali A, Moreau KA. Learning theory and its application to the use of social media in medical education. Postgrad Med J 2015;91:5562013;560.
 
9. Trockel M, Bohman B, Lesure E, et al. A brief instrument to assess both burnout and professional fulfillment in physicians: reliability and validity, including correlation with self-reported medical errors, in a sample of resident and practicing physicians. Acad Psychiatry 2018;42:112013;24.