Objective:

To assess the limitations of a traditional daily lecture format and the feasibility of academic half-day (AHD) at a multi-site academic neurology residency program.  

Background:

Despite literature suggesting improved attendance, satisfaction, and clinical competency with AHD format as compared to traditional daily conferences in graduate medical education programs, few neurology programs have adopted AHD to date. Challenges surrounding coverage of clinical responsibilities and faculty schedules remain paramount concerns, especially at large, multi-site institutions.

Design/Methods:

A needs assessment survey was administered to neurology residents at a large academic center, assessing attendance, satisfaction, and barriers to learning at daily conferences. To address educational gaps identified in the survey, a 3.5-hour AHD was implemented one morning per week. Lecture formats included grand rounds, case-based sessions, simulations, and 30-minute didactics. One resident was assigned to cover urgent clinical responsibilities at each site with additional coverage from faculty and advanced practice providers (APPs). Lecture attendance was recorded via QR code over four-week periods pre-AHD and post-AHD. 

Results:

69% (25/36) of neurology residents completed the needs assessment survey. Lecture attendance pre-AHD averaged 35% over one month. Common barriers to attendance included pre-rounding (84%) and competing clinical duties (68%). 89% of respondents favored switching to AHD format. After implementation of AHD, average attendance increased to 79%. Preliminary qualitative feedback was positive across residents and faculty, citing better focus and engagement, comradery, and satisfaction with the coverage system.

Conclusions:

Our needs assessment survey highlighted deficiencies in protected time and engagement in traditional daily lecture format. Our preliminary data showed a greater than 2-fold increase in attendance and improved satisfaction with AHD format. Importantly, this study demonstrates the feasibility of AHD at a multi-site center, with potential for expansion to other training programs.  Future analysis will aim to quantify the impact of AHD on resident, faculty, and APP satisfaction and on education outcomes.