Meghan F Raleigh1, Garland Anthony Wilson2, David Alan Moss3, Kristen A Reineke-Piper4, Jeffrey Walden5, Daniel J Fisher6, Tracy Williams7, Christienne Alexander8, Brock Niceler9, Anthony J Viera10, Todd Zakrajsek10. 1. Department of Family Medicine at Uniformed Services University of the Health Sciences, Bethesda, MD, and Patient-Centered Medical Home, Bayne-Jones Army Community Hospital, Fort Polk, LA. 2. Department of Family Medicine, University of Tennessee Graduate School of Medicine, Knoxville, TN. 3. Nellis Air Force Base Family Medicine Residency, Las Vegas, NV, and Department of Family Medicine at Uniformed Services University of the Health Sciences, Bethesda, MD. 4. Saint Louis University Belleville Family Medicine Residency, Belleville, IL, and Department of Family Medicine, Uniformed Services University of the Health Sciences, Bethesda, MD. 5. UNC-Chapel Hill Department of Family Medicine, and Cone Health Family Medicine Residency, Greensboro, NC. 6. Community East Family Medicine Residency, Indianapolis, IN. 7. Via Christi Family Medicine Residency, Wichita, KS, and Department of Family and Community Medicine at the University of Kansas School of Medicine, Wichita, KS. 8. Department of Family Medicine and Rural Health, Florida State University College of Medicine, Tallahassee, FL. 9. East Carolina University Family Medicine Department, Greenville, NC. 10. Department of Family Medicine, University of North Carolina, Chapel Hill, NC.
Abstract
BACKGROUND AND OBJECTIVES: There is a push to use classroom technology and active teaching methods to replace didactic lectures as the most prevalent format for resident education. This multisite collaborative cohort study involving nine residency programs across the United States compared a standard slide-based didactic lecture, a facilitated group discussion via an engaged classroom, and a high-fidelity, hands-on simulation scenario for teaching the topic of acute dyspnea. The primary outcome was knowledge retention at 2 to 4 weeks. METHODS: Each teaching method was assigned to three different residency programs in the collaborative according to local resources. Learning objectives were determined by faculty. Pre- and posttest questions were validated and utilized as a measurement of knowledge retention. Each site administered the pretest, taught the topic of acute dyspnea utilizing their assigned method, and administered a posttest 2 to 4 weeks later. Differences between the groups were compared using paired t-tests. RESULTS: A total of 146 residents completed the posttest, and scores increased from baseline across all groups. The average score increased 6% in the standard lecture group (n=47), 11% in the engaged classroom (n=53), and 9% in the simulation group (n=56). The differences in improvement between engaged classroom and simulation were not statistically significant. CONCLUSIONS: Compared to standard lecture, both engaged classroom and high-fidelity simulation were associated with a statistically significant improvement in knowledge retention. Knowledge retention after engaged classroom and high-fidelity simulation did not significantly differ. More research is necessary to determine if different teaching methods result in different levels of comfort and skill with actual patient care.
BACKGROUND AND OBJECTIVES: There is a push to use classroom technology and active teaching methods to replace didactic lectures as the most prevalent format for resident education. This multisite collaborative cohort study involving nine residency programs across the United States compared a standard slide-based didactic lecture, a facilitated group discussion via an engaged classroom, and a high-fidelity, hands-on simulation scenario for teaching the topic of acute dyspnea. The primary outcome was knowledge retention at 2 to 4 weeks. METHODS: Each teaching method was assigned to three different residency programs in the collaborative according to local resources. Learning objectives were determined by faculty. Pre- and posttest questions were validated and utilized as a measurement of knowledge retention. Each site administered the pretest, taught the topic of acute dyspnea utilizing their assigned method, and administered a posttest 2 to 4 weeks later. Differences between the groups were compared using paired t-tests. RESULTS: A total of 146 residents completed the posttest, and scores increased from baseline across all groups. The average score increased 6% in the standard lecture group (n=47), 11% in the engaged classroom (n=53), and 9% in the simulation group (n=56). The differences in improvement between engaged classroom and simulation were not statistically significant. CONCLUSIONS: Compared to standard lecture, both engaged classroom and high-fidelity simulation were associated with a statistically significant improvement in knowledge retention. Knowledge retention after engaged classroom and high-fidelity simulation did not significantly differ. More research is necessary to determine if different teaching methods result in different levels of comfort and skill with actual patient care.
Authors: Jacob B Hammond; William W Sheaffer; Chad M Teven; Nabil Wasif; Nitin Mishra; Victor J Davila; William J Casey; Thomas M Polveroni; Leah W Moore; Anthony A Smith Journal: Adv Med Educ Pract Date: 2021-09-15