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Protected block time for teaching and learning in a postgraduate family practice residency program
Piera Jung1, Maggie Kennedy, Mary J Winder
1Vancouver Island University, Faculty of Health and Human Sciences, 900 Fifth St, Nanaimo, BC V9R 5S5. piera.jung@viu.ca
Canadian Family Physician Medecin De Famille Canadien
|June 16, 2012
Summary
Strategic scheduling and protected time for teaching are crucial for high-quality family practice residency education. This approach fosters a supportive learning environment, collegiality, and effective in-depth instruction for residents and instructors.
Area of Science:
- Medical Education
- Family Medicine
- Qualitative Research
Background:
- Residency programs require optimal educational experiences.
- Effective scheduling and learning environments are key components of quality medical education.
Purpose of the Study:
- To identify essential elements for high-quality education in family practice residency programs.
- Focus on scheduling, learning environment, and teaching/learning approaches.
Main Methods:
- Interpretative, qualitative study using a generative-inquiry approach.
- Conducted at the University of British Columbia Family Practice Residency Program, Nanaimo Site.
- Data collected via focus groups with residents and instructors, and observations of seminars.
Main Results:
- Protected block time for teaching and learning enhances the educational environment.
- Week-long academic schedules facilitate collaborative teaching and learning.
- Participants value the integration of learning environment, collegiality, and reflective learning.
Conclusions:
- Strategic planning and scheduling of teaching sessions are vital for comprehensive residency education.
- Optimizing the learning environment and teaching methods improves the educational experience.
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