ArticleAEM education and training2026
The Breakfast Club: Enhancing Emergency Medicine Education Through Spaced Retrieval and Elaborative Interrogation Techniques.
Article in AEM education and training, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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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.
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Who cites it
1 citing paper in PubMed.
- The Breakfast Club: Enhancing Emergency Medicine Education Through Spaced Retrieval and Elaborative Interrogation Techniques.AEM education and training · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Emergency medicine (EM) residencies present a challenging educational environment. Despite extensive research supporting cognitive learning strategies such as retrieval practice, spaced repetition, and elaborative interrogation in improving knowledge retention, these strategies remain underutilized in graduate medical education (GME) settings. There is a critical need to develop and implement novel teaching methodologies that enhance resident learning and retention without detracting from patient care. This study aims to address this need by integrating said techniques in an innovative curriculum titled "The Breakfast Club." Prior research in non-GME education settings has demonstrated the efficacy of these techniques in promoting deeper understanding and longer retention of complex topics. We hypothesize that incorporating these strategies will positively impact EM residents' comprehension and retention. Methods: The curriculum was implemented in a single-institution EM residency program as a pilot study. Residents in the intervention group participated voluntarily in a hour-long virtual session facilitated by one instructor utilizing cognitive learning techniques; residents in the control group participated only in the standard program curriculum. A pretest and postintervention assessment were used to compare knowledge comprehension and retention at short-term and long-term intervals. Questions were developed and reviewed by EM educators for content validity and quality assurance. Results: Our study revealed a trend toward greater knowledge translation. Residents who participated in a single Breakfast Club session ( Conclusion: A brief, small group intervention using cognitive learning techniques was easy to implement, required minimal resources, and engaged residents to improve their medical knowledge in gastrointestinal pathophysiology. Further exploration with a larger cohort and varying topics will help establish whether these techniques can serve as a cornerstone for evidence-based teaching strategies in EM education.
Identifiers
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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.