An Innovative Model of Delivering Resident Didactics in Two Family Medicine Residency Programs.

Abstract

Background and objectives: Didactic training in residency is crucial for competency development. While traditional noon conferences (NCs) are common, challenges exist. The academic half-day (AHD) model has emerged as a promising alternative, showing improved resident engagement and learning outcomes. A hybrid model that blends NCs with AHDs may improve resident learning while minimizing productivity and administrative challenges.

Methods: A 6-month project was implemented and evaluated during the 2023-2024 academic year. The project comprised 3 weeks of traditional NC didactics and 1 week of AHD each month. We assessed didactic quality, resident satisfaction, and attendance, including data from Accreditation Council for Graduate Medical Education (ACGME) surveys. Statistical analyses included paired-samples t tests. All tests were two-sided with α set at 0.05. We also analyzed effect sizes.

Results: Resident attendance increased from 60.07%-65.96% overall, with AHD attendance reaching 97.5%. Survey responses indicated significant improvements in engagement (mean 2.46 to 4.46; P<0.001), in-depth learning (mean 2.39 to 4.46; P<0.001), work-life balance (mean 1.77 to 4.23; P<0.001), and wellness (mean 1.92 to 4.39; P<0.001). Preferences varied, with 60% of residents favoring weekly AHDs. ACGME surveys showed that compliance for educational balance and protected time increased from 67%-76% and 47%-71%, respectively.

Conclusions: Transitioning to a hybrid AHD model was associated with improved resident engagement, satisfaction, attendance, and educational value compared to the traditional NC model. Continued evaluation is recommended to optimize educational outcomes and resource utilization, while minimizing challenges to productivity and administrative details.