Interactive format is favoured in case conference

Sheng, Alexander Y.; Eicken, John; Horton, Cheryl Lynn; Nadel, Eric S.; Takayesu, James Kimo

doi:10.1111/tct.12301

Cited by 5 publications

(6 citation statements)

References 12 publications

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“…Several factors might have contributed to the observed lack of improvement in obesity documentation and counseling. First, the didactic presentations may have been too short, did not require sufficient active resident participation, and/or were not motivational enough to change residents’ behavior ( 9 , 10 ). Long-term and persistent interventions with active resident participation may be more effective ( 11 , 12 ).…”

Section: Discussionmentioning

confidence: 99%

Effect of didactic lectures on obesity documentation and counseling among internal medicine residents

Ren

Ellison

Miller

et al. 2016

Journal of Community Hospital Internal Medicine Perspectives

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BackgroundScreening adult patients for obesity and offering appropriate counseling and treatment for weight loss is recommended. However, many healthcare providers feel ill-equipped to address this topic.ObjectiveWe examined whether didactic presentations lead to increased obesity documentation and counseling among internal medicine (IM) residents.MethodsWe reviewed medical records of patients seen at the IM Resident Continuity Clinic during April 2015. Residents were provided feedback at two didactic presentations during May 2015. To examine the effect of this intervention, we repeated medical record review during June 2015. For both reviews, we abstracted patient-specific (i.e., age, body mass index [BMI], race, sex, and number of comorbid diagnoses) and resident-specific (i.e., sex and training level) data as well as evidence of obesity documentation and counseling. We used logistic regression models to examine the effect of intervention on obesity documentation and counseling, adjusting for patient- and resident-specific variables.ResultsOf the 278 patients with BMI≥30 kg/m2, 139 were seen before and 139 after the intervention. Intervention had no effect on obesity documentation or counseling with or without adjustment for confounding variables (both P>0.05). In adjusted post-hoc analyses, each additional comorbidity increased the odds of obesity documentation by 8% (OR=1.08; 95% CI=1.05–1.11; P<0.001). In addition, as compared to postgraduate year (PGY) 1 residents, PGY-3 residents were 56% (OR=0.44; 95% CI=0.21–0.95; P=0.03) less likely to counsel obese patients.ConclusionsObesity is inadequately addressed in primary care settings, and didactic presentations were unable to increase obesity documentation or weight loss counseling. Future research to identify effective interventions is needed.

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Section: Discussionmentioning

confidence: 99%

Effect of didactic lectures on obesity documentation and counseling among internal medicine residents

Ren

Ellison

Miller

et al. 2016

Journal of Community Hospital Internal Medicine Perspectives

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“…A total of 434 papers and abstracts satisfied the search criteria, and 61 papers met the inclusion criteria . The authors scored these 61 manuscripts, and the 10 highest scoring quantitative and two qualitative articles are reviewed below, in alphabetical order by first author's last name.…”

Section: Resultsmentioning

confidence: 99%

“…Six studies (10%) involved qualitative methodology of which two were highlighted . There were 10 papers (16%) that employed survey methodology but none met the criteria for a highlighted article . The remaining 36 papers (59%) were observational studies and accounted for 50% of the highlighted articles .…”

Section: Discussionmentioning

confidence: 99%

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Critical Appraisal of Emergency Medicine Educational Research: The Best Publications of 2015

Heitz

Coates

Farrell

et al. 2017

Academic Emergency Medicine

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“…Chalk talks have proved useful in formal and informal teaching settings ( 1 – 5 ). Chalk talks are a strategy that can involve learners at multiple levels, foster practical knowledge, stimulate self-assessment, encourage the generation of broad differential diagnoses, and promote an interactive learning environment ( 4 , 6 ). An engaging chalk talk is a dynamic approach to content dissemination and elaboration and is more memorable than static diagrams presented on slides ( 7 – 9 ).…”

Section: The Chalk Talk As a Necessary Skillmentioning

confidence: 99%

A Primer for Developing Chalk Talks

Sehdev,

Richards

2023

ATS Scholar

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Chalk talks are a ubiquitous teaching strategy in both pulmonary, critical care, and sleep medicine and medicine in general; yet, trainees and early career faculty are rarely taught how to design, prepare, and present a chalk talk. Skills necessary to deliver a chalk talk are transferable to other settings, such as the bedside, wards during rounds, and virtual classrooms. As a teaching strategy, the chalk talk can involve learners at multiple levels, foster practical knowledge, stimulate self-assessment, encourage the generation of broad differential diagnoses, and promote an interactive learning environment. Suited for both formal and informal learning, the chalk talk can be prepared well in advance or, after some practice, can be presented “on the fly.” Furthermore, often on the wards or in the intensive care unit, team members are asked to “teach the rest of the team” at some point during rounds. There is little guidance in medical education for students and trainees to prepare for how to do this, and the chalk talk can serve as an excellent format and teaching strategy to “teach the team” when tasked to do so. To highlight our perspectives on best practices in using the chalk talk format effectively, we first briefly review the literature surrounding this very common yet understudied teaching strategy. We then provide a primer on how to design, develop, and deliver a chalk talk as a resource for how we teach residents, fellows, and early career attendings to deliver their own chalk talks.

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Interactive format is favoured in case conference

Abstract: The implementation of chalkboard format with interactive discussion is perceived by learners to be the superior didactic educational medium, compared with the exclusive use of PP slides for FCPs. The chalkboard format was perceived by learners to be significantly more effective.

Cited by 5 publications

References 12 publications

Effect of didactic lectures on obesity documentation and counseling among internal medicine residents

Effect of didactic lectures on obesity documentation and counseling among internal medicine residents

Critical Appraisal of Emergency Medicine Educational Research: The Best Publications of 2015

A Primer for Developing Chalk Talks

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