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Not Another Boring Resident Didactic Conference
Author(s) -
Wray Alisa,
Wolff Margaret,
BoysenOsborn Megan,
Wiechmann Warren,
Paradise Sara,
Runcie Elizabeth,
Sudario Gabe,
Toohey Shan
Publication year - 2020
Publication title -
aem education and training
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.49
H-Index - 9
ISSN - 2472-5390
DOI - 10.1002/aet2.10367
Subject(s) - accreditation , graduate medical education , medical education , plan (archaeology) , active learning (machine learning) , problem based learning , computer science , psychology , medicine , archaeology , artificial intelligence , history
Background The Accreditation Council for Graduate Medical Education ( ACGME ) requires that residency programs in emergency medicine plan at least 5 hours of didactic experiences per week. Instructional methods should include small‐group techniques, problem‐based learning, or computer‐based instruction. Despite recommendations from the ACGME , many programs’ conference didactics continue to include primarily lecture‐based instruction. Methods The authors describe instructional methods that promote active learning and may be superior to traditional lecture‐based education. Results These methods include varying instructional methods, case‐based learning, team‐based learning and the flipped classroom, audience response systems, simulation, “wars,” oral boards, escape rooms and scavenger hunts, expert panel discussions, debates, clinical pathologic cases, and leaderboards. The authors discuss how these methods can be implemented to make emergency medicine didactic conferences more varied and interactive for learners. Conclusions While there is minimal research on the efficacy of these methods in graduate medical education, many have shown to improvement engagement of learners and to be effective in undergraduate medical education. Further research will be needed to determine if long‐term learning outcomes can be improved with these strategies.