Lectures, interactive learning, and knowledge retention in continuing medical education

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.