@article{10.22454/PRiMER.2022.586676,
author = {Freeman, Kathryn and Brown, Kathryn and Miller, Laura and Nissly, Tanner and Ricco, Jason and Weinmann, Amanda},
title = {Knowledge Retention Using “Relay”: A Novel Active-Learning Technique},
journal = {PRiMER},
volume = {6},
year = {2022},
month = {6},
doi = {10.22454/PRiMER.2022.586676},
abstract = {Introduction: Many residency programs utilize passive didactic lectures despite mixed evidence for knowledge retention. This prospective study investigated the efficacy of “relay,” an active-learning technique, as measured by residents' knowledge retention and attitudes compared to traditional format.
Methods: Faculty presented lectures to four family medicine residency programs on a randomized schedule. Lectures were followed by a 15-minute question-and-answer (Q&A) session or relay session. A relay is a collaborative, question-based game. The primary outcome was knowledge retention at 3 months, comparing Q&A to relay sessions as measured by a multiple-choice assessment. Responses were only included if a given resident completed knowledge assessments for both Q&A and relay sessions, to allow for intraresident adjustments, in addition to program, training year, and lecturer/topic. Secondary outcomes included residents' self-perceived knowledge and engagement as surveyed by an ordinal scale immediately following the learning session.
Results: The primary analysis included 51 responses from 18 unique residents. The adjusted mean knowledge assessment score at 3 months was not statistically different after the relay sessions compared to Q&A (67% vs 60%, respectively; 7% difference, 95% CI: -4 to 18%, P=.20). For the secondary outcomes of learner attitudes (n=143 responses), learners reported greater engagement after the relay sessions compared to Q&A (51% vs 28% "very engaged"; overall P=.003), but self-perceived knowledge was not significantly different (overall P=.05, rounded down).
Conclusions: The relay technique did not show significant difference in 3-month knowledge retention, nor immediate self-perceived knowledge, despite greater learner self-perceived engagement.},
URL = {https://journals.stfm.org//primer/2022/weinmann-2021-0097/},
eprint = {https://journals.stfm.org//media/4902/primer-6-12.pdf},
}