Not Another Boring Resident Didactic Conference

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 smallâ group techniques, problemâ based learning, or computerâ based instruction. Despite recommendations from the ACGME, many programsâ conference didactics continue to include primarily lectureâ based instruction.MethodsThe authors describe instructional methods that promote active learning and may be superior to traditional lectureâ based education.ResultsThese methods include varying instructional methods, caseâ based learning, teamâ based learning and the flipped classroom, audience response systems, simulation, â wars,â 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 longâ term learning outcomes can be improved with these strategies.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/154330/1/aet210367_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/154330/2/aet210367.pd