Resident knowledge acquisition during a block conference series

Area of Science:

• Medical Education
• Continuing Medical Education

Background:

• The block conference format is a common method for delivering didactic lectures in medical residency programs.
• Assessing the long-term impact of this format on resident knowledge is crucial for optimizing educational strategies.

Purpose of the Study:

• To evaluate the effectiveness of block conference lectures in improving residents' medical knowledge over time.
• To compare the knowledge retention of residents who attended lectures versus those who did not.

Main Methods:

• Seventeen family medicine residents participated over six months.
• Knowledge was assessed using pretests, short-term posttests, and long-term posttests (1.5–6 months after lectures).
• Lecture attendance was a key variable in score comparisons.

Main Results:

• Short-term posttest scores were significantly higher (10.3 points) for lecture attendees compared to nonattendees.
• No significant difference in long-term posttest scores was observed between attendees (62.2) and nonattendees (60.0).

Conclusions:

• Didactic lectures in a block conference format do not enhance long-term resident knowledge.
• The findings question the efficacy of the block conference format for sustained learning.
• Maximizing clinical experiences may be a more effective strategy for resident education than extensive conference time.