Abstract
This article was migrated. The article was not marked as recommended. The use of an academic half day (AHD) compared to a traditional noon conference (NC) has been studied in graduate medical education. Despite undergraduate medical education (UGME) use of AHDs there is no data to advocate for this teaching strategy. We explored the impact of an AHD on UGME during the pediatric clerkship rotation. During the 2017-18 academic year, 118 third-year medical students rotated on the pediatric clerkship rotation. Fifty-eight students were placed in the NC format and 60 in the AHD. NBME Subject Examination performance is similar for both groups (0.04 vs 0.23, F(1, 116)=1.31, p > 0.26). Attendance was significantly higher for AHD compared with NC (90.9% vs 73.3%, F(1, 114)=63.27, p<0.05). Additionally, the mean didactic rating is 3.81 for the AHD group, significantly higher than 3.60 for the NC group (F(1, 113)=6.56, p <0.05). The impact of an AHD in UGME appears promising and consistent with experiences of an AHD in graduate medical education on medical knowledge, attendance, and didactic satisfaction.
Highlights
Residency programs are evaluating the impact of didactic in an academic half day (AHD) format compared to a traditional noon conference (NC)
It remains unclear if third-year medical students benefit from didactics in an AHD format compared to a NC
National Board of Medical Examiners (NBME) Subject Examination performance is similar for both groups (0.04 vs 0.23, F(1, 116)=1.31, p > 0.26)
Summary
Residency programs are evaluating the impact of didactic in an academic half day (AHD) format compared to a traditional noon conference (NC). Initial data suggest the AHD improves resident conference attendance, learner satisfaction, and learner knowledge.(Batalden, Warm and Logio, 2013; Moreno et al, 2013; Ha et al, 2014; Eid et al, 2015; Zastoupil et al, 2017; Robbins, Sullivan and Smith, 2018) Incorporation of an AHD into a pediatric clerkship rotation may have similar benefits for third-year medical students in undergraduate medical education (UGME). Despite some institutions using the AHD as a primary means for UGME didactic delivery, no research has explored the impact of an AHD in UGME on learners.
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