ArticleAEM education and training2020
Not Another Boring Resident Didactic Conference.
Article in AEM education and training, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
11 citing papers in PubMed.
- Novel Asynchronous Emergency Medicine Sub-Internship Curriculum Utilizing Free Open Access Medical Education (FOAM).Journal of education & teaching in emergency medicine · 2025Article
- Visualization analysis of CBL application in Chinese and international medical education based on big data mining.BMC medical education · 2025Article
- Curriculum development in Liberia's first postgraduate psychiatry training programme.BJPsych international · 2024Review
- The Art of the Consult Call: Improving Communication Through Shared Mental Models.MedEdPORTAL : the journal of teaching and learning resources · 2023Article
- Unprecedented Training: Experience of Residents During the COVID-19 Pandemic.Annals of emergency medicine · 2022Article
- Impact of COVID-19 on Emergency Medicine Residency Programs: A Cross-Sectional Study in New York State.The western journal of emergency medicine · 2022Observational
- Socially Distant Medical Education in the Face of COVID-19.Medical science educator · 2021Article
- A Shift in Medical Education During the COVID-19 Pandemic.Advances in experimental medicine and biology · 2021Article
- Rethinking Residency Conferences in the Era of COVID-19.AEM education and training · 2020Article
- Not Another Boring Resident Didactic Conference.AEM education and training · 2020Article
- Lessons Learned from the COVID-19 Pandemic: A Call for a National Video-Based Curriculum for Urology Residents.Journal of surgical educationArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe Accreditation Council for Graduate Medical Education (ACGME) requires that residency programs in emergency medicine plan at least 5 hours of didactic experiences per week. Instructional methods should include small-group techniques, problem-based learning, or computer-based instruction. Despite recommendations from the ACGME, many programs' conference didactics continue to include primarily lecture-based instruction.
methodsThe authors describe instructional methods that promote active learning and may be superior to traditional lecture-based education.
resultsThese methods include varying instructional methods, case-based learning, team-based learning and the flipped classroom, audience response systems, simulation, "wars," oral boards, escape rooms and scavenger hunts, expert panel discussions, debates, clinical pathologic cases, and leaderboards. The authors discuss how these methods can be implemented to make emergency medicine didactic conferences more varied and interactive for learners.
conclusionsWhile there is minimal research on the efficacy of these methods in graduate medical education, many have shown to improvement engagement of learners and to be effective in undergraduate medical education. Further research will be needed to determine if long-term learning outcomes can be improved with these strategies.
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.