Moreno Megan A, Kota Rajitha, McIntosh Gwen C, Frohna John G
J Grad Med Educ. 2013 Jun;5(2):323-6. doi: 10.4300/JGME-D-12-00249.1.
Resident attendance and participation at didactic conferences is often limited owing to time demands. In 2010, University of Wisconsin-Madison pediatrics residency eliminated all noon conferences and implemented a new block format, PEARL (Pediatric Education and Active Resident Learning).
The purpose of this study was to assess whether changes in a conference structure improved resident attendance, distractibility, satisfaction, perception of clinical relevance, and connection.
Pediatrics residents were surveyed to compare experiences in 2 different conference structures: a traditional noon conference and an interactive case-based PEARL conference. Pediatrics residents from the 2008-2010 classes were surveyed about noon conference experiences and 2009-2011 classes were surveyed about PEARL conference experiences.
Participants included 32 residents in the 2010 presurvey and 36 in the 2011 postsurvey. All measures of attendance, distractibility, and satisfaction showed positive changes. For example, the average proportion of conferences attended was 73% with noon conferences and 98% with PEARL (P = .001). However, measures of perceived clinical relevance and resident participation did not change significantly. For example, on average 47% of residents reported contributing comments in a noon conference, whereas 56% of residents reported contributing in a block conference (P = .199).
PEARL conference significantly improved resident attendance, lowered distractibility, and improved resident satisfaction. However, these structural changes did not lead to changes in perceived clinical relevance of information learned or resident participation. Further content changes or faculty teaching strategies should be considered.
由于时间限制，住院医师参加教学会议的出勤情况和参与度往往有限。2010年，威斯康星大学麦迪逊分校儿科学住院医师培训项目取消了所有午间会议，并采用了一种新的模块形式，即PEARL（儿科教育与住院医师主动学习）。
本研究旨在评估会议结构的改变是否能提高住院医师的出勤率、注意力分散度、满意度、对临床相关性的认知以及联系。
对儿科学住院医师进行调查，以比较他们在两种不同会议结构中的经历：传统的午间会议和基于案例的互动式PEARL会议。对2008 - 2010级的儿科学住院医师进行了关于午间会议经历的调查，对2009 - 2011级的住院医师进行了关于PEARL会议经历的调查。
2010年预调查有32名住院医师参与，2011年 post - survey有36名参与。出勤率、注意力分散度和满意度的所有指标均呈现积极变化。例如，参加午间会议的平均比例为73%，而参加PEARL会议的为98%（P = 0.001）。然而，对临床相关性的认知和住院医师参与度的指标没有显著变化。例如，平均有47%的住院医师报告在午间会议上发表了意见，而在模块会议中有56%的住院医师报告发表了意见（P = 0.199）。
PEARL会议显著提高了住院医师的出勤率，降低了注意力分散度，并提高了住院医师的满意度。然而，这些结构上的改变并未导致所学信息的临床相关性认知或住院医师参与度的变化。应考虑进一步的内容改变或教师教学策略。
