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

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.