TY  - JOUR
DO  - 10.22454/PRiMER.2022.586676
VL  - 6
DA  - 2022/06/01
N2  - 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.
PB  - Society of Teachers of Family Medicine
AU  - Freeman, Kathryn
AU  - Brown, Kathryn
AU  - Miller, Laura
AU  - Nissly, Tanner
AU  - Ricco, Jason
AU  - Weinmann, Amanda
L2  - http://journals.stfm.org/primer/2022/weinmann-2021-0097
L1  - http://journals.stfm.org/media/4902/primer-6-12.pdf
TI  - Knowledge Retention Using “Relay”: A Novel Active-Learning Technique
ER  -