Resident knowledge acquisition during a block conference series.

OBJECTIVE: This study's objective was to determine whether attendance at lectures in a block conference format improves residents' knowledge. METHODS: Seventeen family medicine residents were tested on the content of 27 lectures delivered in a block conference format over a 6-month period. For each lecture, residents completed a pretest, a short-term posttest, and a long-term posttest (1--3 weeks and 1.5--6 months after each lecture, respectively). RESULTS: Mean short-term posttest scores were 10.3 points higher for lecture attendees than nonattendees. Mean long-term posttest scores did not differ significantly for attendees (62.2) versus nonattendees (60.0). CONCLUSIONS: Attendance at didactic lectures in a block conference format did not improve resident knowledge over the long term. These results lead us to question the value of a block conference format and raise the possibility that resident learning might be better served by maximizing clinical experiences and minimizing time in conferences.

Working with impaired residents: trials, tribulations, and successes.

Impairment of physicians' ability to practice medicine safely and effectively is relatively common. Chemical dependency, the leading cause of physician impairment, has a lifetime prevalence of approximately 10%-15% among physicians. Statistics from physician health programs indicate that family physicians are overrepresented among impaired physicians. It is therefore important for family practice residencies to monitor for and deal with physician impairment. Over the past 11 years, we have worked with eight impaired residents: five with chemical dependency, two with cognitive impairment, and one with an affective disorder Seven of the eight residents are currently practicing medicine, six in family practice. Based on our experience and the literature, we have developed an algorithm that includes the recognition, intervention, and aftercare of impaired residents. The long-term success of the majority of impaired residents with whom we have worked suggests that the trials and tribulations of working with this potentially difficult group of residents are well worth the effort.

Resident acquisition of knowledge during a noontime conference series.

BACKGROUND AND OBJECTIVES: Noontime conferences are widely used in family practice residencies. This study determined the effectiveness of noontime conferences for increasing residents' knowledge. METHODS: Twenty residents were tested monthly over 6 months and then cumulatively on the content of noontime conferences. RESULTS: Monthly test scores of attendees versus nonattendees were compared using a two-sample, two-tail t test. Results revealed the mean score of attendees for short-term knowledge to be 12.1 points higher than nonattendees. There was no correlation, however, between conference attendance and long-term knowledge retention. CONCLUSIONS: Our findings indicate a lack of correlation between noontime conference attendance and long-term cumulative test scores. The results question the value of noontime conferences as a teaching method.