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Classroom-Based Learning in an Academic Obstetrics and Gynecology Residency Training Program.

Riki Dayan¹, Tien T T Quach², Sheila With¹

¹Department of Obstetrics and Gynecology, University of British Columbia, Vancouver, British Columbia, Canada.

Journal of Medical Education and Curricular Development

|October 23, 2023

Summary

This summary is machine-generated.

Academic half days (AHDs) enhance postgraduate medical education by organizing knowledge, preparing residents for exams, and fostering peer support. Effective AHDs require concept repetition, formative assessments, and protected time, with faculty support crucial for sustainability.

Keywords:

academic half days classroom-based learning graduate medical education noon conference resident education

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Area of Science:

Medical Education
Postgraduate Training
Continuing Professional Development

Background:

Classroom-based learning, such as Academic Half Days (AHDs), complements workplace learning in postgraduate medical education.
Understanding the optimal structure and function of AHDs is essential for effective resident training.

Purpose of the Study:

To investigate the primary purposes of AHDs in postgraduate medical education.
To identify key elements that contribute to the effectiveness of AHDs.
To explore factors influencing the sustainability of AHD programs.

Main Methods:

A case study approach was employed within an Obstetrics and Gynecology residency program.
Semi-structured interviews were conducted with residents in 2013 and 2018, and with the program administrator in 2018.
Modified inductive analysis was used to identify themes related to the research questions.

Main Results:

AHDs serve to organize knowledge, prepare residents for specialty exams, and provide peer support and mentorship.
Effective AHDs incorporate concept repetition, formative assessments (e.g., quizzes), balanced faculty-resident interaction, and protected time from clinical duties.
Sustainability hinges on addressing faculty participation barriers, providing administrative support, and offering faculty feedback.

Conclusions:

This study offers valuable insights into the multifaceted role and operational requirements of AHDs.
Findings can inform the design and implementation of effective and sustainable classroom-based learning for resident education.
Optimizing AHDs is critical for enhancing the overall quality of postgraduate medical training.