Abstract
Audience response systems engage learners and facilitate the assimilation of the material. We assessed whether incorporation of one system into a resident case conference would increase retention of information and attentiveness. Pre-tests were administered prior to case conferences. The University Hospital incorporated Poll Everywhere into a conference and the Veterans Administration hospital did not. Participants rated self-perceived attentiveness and completed a post-test following conference. There was an increase in post-test scores compared to pre-tests. There was no significant difference in self-perceived attentiveness or post-test scores between sites. The use of audience response did not increase retention of material or perceived attentiveness when incorporated into the conference.
Highlights
Didactics covering core specialty concepts are integral to graduate medical education
Resident case conferences are commonly incorporated into internal medicine (IM) didactics to build skills in clinical reasoning [3]
Our objective was to assess whether the integration of Audience response systems (ARS) into IM resident case conferences would increase retention of information and selfperception of attentiveness
Summary
Didactics covering core specialty concepts are integral to graduate medical education. Time devoted to resident didactic education is increasingly constrained due to mounting clinical responsibilities, documentation requirements, and duty hour restrictions [1]. It is imperative that objectives presented during didactics are retained by residents to increase preparation for board examinations and to work towards the achievement of professional competency [2]. Resident case conferences are commonly incorporated into internal medicine (IM) didactics to build skills in clinical reasoning [3]. A resident typically introduces a teaching case, reviews a differential diagnosis, and offers salient teaching points. Review began 02/03/2021 Review ended 02/15/2021 Published 02/23/2021
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