Abstract
At an annual continuing medical education (CME) event, the subject of the management of asthma in pregnancy was taught to attendees using a lecture format and, in consecutive years, a small group interactive teaching format was used. For both years of the study, knowledge retention was assessed by comparing multiple choice test scores on a pretest, a post-test, taken shortly after the educational intervention, and a follow-up test taken 3 months after the educational intervention. Scores showed a significant improvement following the lecture and small group teaching formats for the post-test and follow-up tests. Scores at the preteaching and post-teaching tests were similar for the lecture and small group teaching formats. The scores on the follow-up test, however, were slightly better for the lecture group compared with the small group teaching format, although the difference was small and not significant. We conclude, therefore, that in a CME setting the lecture format of teaching compared favorably with small group learning in terms of knowledge retention.
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