Number needed to eat: pizza and resident conference attendance

Cosimini, Michael; Mackintosh, Liza

doi:10.1111/medu.13080

Cited by 10 publications

(5 citation statements)

References 13 publications

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“…This study sought to identify the barriers and facilitators to attending and presenting at Evidence Rounds. Our findings agreed with evidence from other studies that the provision of refreshments may be associated with increased HCP attendance at educational events [30, 31].…”

Section: Discussionsupporting

confidence: 93%

Implementing an initiative promote evidence-informed practice: part 2—healthcare professionals’ perspectives of the evidence rounds programme

2019

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Background The translation of research into clinical practice is a key component of evidence-informed decision making. We implemented a multi-component dissemination and implementation strategy for healthcare professionals (HCPs) called Evidence Rounds. We report the findings of focus groups and interviews with HCPs to explore their perceptions of Evidence Rounds and help inform the implementation of future similar initiatives. This is the second paper in a two-part series. Methods We employed total population, purposive sampling by targeting all of the health care professionals who attended or presented at group sessions exploring the evidence on clinical questions or topics chosen and presented by the HCPs. We conducted and audio-recorded in-person focus groups and one-to-one interviews, which were then transcribed verbatim. Two authors independently coded transcripts. NVivo software was used to collate the primary data and codes. We analysed data guided by the five steps involved in framework analysis; 1) familiarization 2) identifying a thematic framework 3) indexing 4) charting 5) mapping and interpretation. Results Thirteen HCPs participated, of which 6 were medical doctors an d 7 were nursing or midwifery staff. We identified the following key domains; organisational readiness for change, barriers and facilitators to attendance, barriers and facilitators to presenting, communication and dissemination of information, and sustainability. During focus groups and interviews HCPs reported that Evidence Rounds had a positive impact on their continuing education and clinical practice. They also provided insights into how future initiatives could be optimised to support and enable them to narrow the gap between research evidence and practice. Conclusions Individual, departmental and organisational level contextual factors can play a major role in implementation within complex health services. HCPs highlighted how in combination with clinical guideline development, implementation of evidence could be increased. Further research after a longer period of implementation could investigate how initiatives might be optimised to promote the uptake of evidence, improve implementation and expedite behaviour change. Electronic supplementary material The online version of this article (10.1186/s12909-019-1488-z) contains supplementary material, which is available to authorized users.

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Section: Discussionsupporting

confidence: 93%

Implementing an initiative promote evidence-informed practice: part 2—healthcare professionals’ perspectives of the evidence rounds programme

2019

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“…Even with the provision of food in one example, resident noon conferences were attended, on average, by only 35% of the residents over two years. 2 Lecture attendees frequently cycle between episodes of attention and in-attention, 3 disagree with the faculty on the ideal content, [4][5] and their learning outcomes may not improve, especially when compared to active learning strategies. [6][7] Taken together, resident learning activities should be reformed to better meet trainees' needs, accommodate their fluid schedules, maintain their attention, and promote knowledge retention.…”

Section: Introductionmentioning

confidence: 99%

The Nephrology Immersion Classroom for Internal Medicine Residents

et al. 2020

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BackgroundIn graduate medical education (GME), there are many barriers to achieving a personalized learning process with standardized learning outcomes. One way to support this is through mobile-friendly digital blackboard videos. We sought to measure the effect of a mobile-friendly video curriculum on resident satisfaction, knowledge, and clinical skills during a nephrology rotation.MethodsThis was a prospective, controlled, nonrandomized trial. The control group consisted of internal medicine residents who completed our inpatient nephrology consult rotation as usual. The classroom group had the same clinical experience, but also had access to a library (Nephrology Immersion Classroom) of mobile-friendly, nephrology-themed, digital blackboard videos. In a postrotation assessment, we measured resident satisfaction, clinical knowledge using 15 multiple-choice questions, and nephrology-specific clinical skills.ResultsOf the residents in the classroom group, 77% enrolled in the online classroom, and the majority reported using the classroom occasionally or frequently. A majority found it very easy to use (86%) and strongly recommended having similar videos for other rotations (77%). We observed improved report of rotation-specific clinical skills, but no difference in short-term knowledge between the two study groups.ConclusionsA mobile-friendly, digital video curriculum for internal medicine residents on an inpatient consult rotation was well utilized, highly rated, and associated with improved nephrology-specific clinical skills. Continued evaluation and incremental improvement of such resources could enhance implementation of GME core curricula.

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“… 63 , 79 One pediatric residency program reported that providing lunch with noon conferences was associated with statistically significant improvements in attendance and punctuality. 48 …”

Section: Resultsmentioning

confidence: 99%

Academic half days, noon conferences and classroom-based education in postgraduate medical education: a scoping review

Chen

Quach

Dayan

et al. 2023

cmajo

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Background: Classroom-based education (CBE) is ubiquitous in postgraduate medical education (PGME), but to date no studies have synthesized the literature on the topic. We conducted a scoping review focusing on academic half days and noon conferences. Methods: We searched 4 databases (MEDLINE [OVID], Embase [OVID], ERIC [EBSCO] and Web of Science) from inception to December 2021, performed reference and citation harvesting, and applied predetermined inclusion and exclusion criteria to our screening. We used 2 frameworks for the analysis: “experiences, trajectories and reifications” and “description, justification and clarification.” Results: We included 90 studies, of which 55 focused on resident experiences, 29 on trajectories and 6 on reification. We classified 44 studies as “description,” 38 as “justification” and 8 as “clarification.” In the description studies, 12 compared academic half days with noon conferences, 23 described specific teaching topics, and 9 focused on resources needed for CBE. Justification studies examined the effects of CBE on outcomes, such as examination scores (17) and use of teaching strategies in team-based learning, principles of adult learning and e-learning (15). Of the 8 clarification studies, topics included the role of CBE in PGME, stakeholder perspectives and transfer of knowledge between classroom and workplace. Interpretation: Much of the existing literature is either a description of various aspects of CBE or justification of particular teaching strategies. Few studies exist on how and why CBE works; future studies should aim to clarify how CBE facilitates resident learning within the sociocultural framework of PGME.

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Number needed to eat: pizza and resident conference attendance

Cited by 10 publications

References 13 publications

Implementing an initiative promote evidence-informed practice: part 2—healthcare professionals’ perspectives of the evidence rounds programme

Implementing an initiative promote evidence-informed practice: part 2—healthcare professionals’ perspectives of the evidence rounds programme

The Nephrology Immersion Classroom for Internal Medicine Residents

Academic half days, noon conferences and classroom-based education in postgraduate medical education: a scoping review

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