PEARLs of Wisdom: Impact of a New Block Conference on Pediatrics Resident Attendance, Satisfaction, and Learning

Abstract

Background Resident attendance and participation at didactic conferences is often limited owing to time demands. In 2010, University of Wisconsin-Madison pediatrics residency eliminated all noon conferences and implemented a new block format, PEARL (Pediatric Education and Active Resident Learning). Objective The purpose of this study was to assess whether changes in a conference structure improved resident attendance, distractibility, satisfaction, perception of clinical relevance, and connection. Methods Pediatrics residents were surveyed to compare experiences in 2 different conference structures: a traditional noon conference and an interactive case-based PEARL conference. Pediatrics residents from the 2008–2010 classes were surveyed about noon conference experiences and 2009–2011 classes were surveyed about PEARL conference experiences. Results Participants included 32 residents in the 2010 presurvey and 36 in the 2011 postsurvey. All measures of attendance, distractibility, and satisfaction showed positive changes. For example, the average proportion of conferences attended was 73% with noon conferences and 98% with PEARL (P = .001). However, measures of perceived clinical relevance and resident participation did not change significantly. For example, on average 47% of residents reported contributing comments in a noon conference, whereas 56% of residents reported contributing in a block conference (P = .199). Conclusions PEARL conference significantly improved resident attendance, lowered distractibility, and improved resident satisfaction. However, these structural changes did not lead to changes in perceived clinical relevance of information learned or resident participation. Further content changes or faculty teaching strategies should be considered.

Academic Half-Day Education Experience in Post-graduate Medical Training: A Scoping Review of Characteristics and Learner Outcomes

“…Evaluation of extended interactive case-based learning shows that, when compared to traditional didactic experiences, it results in signi cantly improved resident attendance, lowered distractibility, and improved resident satisfaction. 12 It would be interesting to compare levels of effectiveness of AHD in studies that use mixed interactive methods, including role plays, simulations, and/or case-based learning, versus studies that depend almost exclusively on didactic presentations.…”

“…Resident learning is also chronically interrupted by frequent noti cations and questions from inpatient wards. 11,12 An alternative teaching strategy, the academic half-day (AHD), has grown in popularity because it provides a block of protected learning time that aims to improve trainees' attendance and active engagement without interruption. 10 The assumption is that learning and knowledge acquisition is facilitated by uninterrupted massed practice over frequently disrupted distributed practice.…”

Impact of a Pediatric Clerkship Academic Half Day on Third-Year Medical Students

“…Several studies have demonstrated an AHD can positively impact resident attendance. (Moreno et al, 2013;Zastoupil et al, 2017) Learner perception of educational time has also been shown to improve in the AHD model. (Moreno et al, 2013;Ha et al, 2014;Eid et al, 2015;Robbins, Sullivan and Smith, 2018) Additional studies in graduate medical education have found the AHD may improve medical knowledge.…”

“…(Moreno et al, 2013;Zastoupil et al, 2017) Learner perception of educational time has also been shown to improve in the AHD model. (Moreno et al, 2013;Ha et al, 2014;Eid et al, 2015;Robbins, Sullivan and Smith, 2018) Additional studies in graduate medical education have found the AHD may improve medical knowledge. (Batalden, Warm and Logio, 2013;Ha et al, 2014) (Eid et al, 2015;Robbins, Sullivan and Smith, 2018) A study by Winter et al is the only AHD study which did not show significant improvement in resident knowledge.…”

“…Initial data suggest the AHD improves resident conference attendance, learner satisfaction, and learner knowledge. (Batalden, Warm and Logio, 2013;Moreno et al, 2013;Ha et al, 2014;Eid et al, 2015;Zastoupil et al, 2017;Robbins, Sullivan and Smith, 2018) Incorporation of an AHD into a pediatric clerkship rotation may have similar benefits for third-year medical students in undergraduate medical education (UGME).…”