Protected block time for teaching and learning in a postgraduate family practice residency program.

OBJECTIVE: To explore the elements necessary for a high-quality educational experience in a family practice residency program with respect to scheduling, learning environment, and approaches to teaching and learning.
DESIGN: An interpretative, qualitative study using a generative-inquiry approach.
SETTING: The Nanaimo Site of the University of British Columbia Family Practice Residency Program. PARTICIPANTS: Fifteen physician instructors and 16 first- and second-year residents.
METHODS: Data were gathered from 2 qualitative focus group interviews with residents; 2 qualitative focus group interviews with physician instructors; and structured and semistructured observation of 2 in-class seminars, with a focus on residents' engagement with the class. Results were analyzed and categorized into themes independently and collectively by the researchers. MAIN
FINDINGS: Protected block time for teaching and learning at the Nanaimo Site has been effective in fostering a learning environment that supports collegial relationships and in-depth instruction. Residents and physician instructors benefit from the week-long academic schedule and the opportunity to teach and learn collaboratively. Participants specifically value the connections among learning environment, collegiality, relationships, reflective learning, and the teaching and learning process.
CONCLUSION: These findings suggest that strategic planning and scheduling of teaching and learning sessions in residency programs are important to promoting a comprehensive educational experience.