To develop, apply and evaluate a thematic, peer-led interactive innovation in a neurology residency noon conference curriculum.

Residents value active, clinically-oriented learning during noon conference, although engagement can be challenging in the busy clinical environment. Traditionally, didactic lectures were scheduled throughout the year based on lecturers’ availability.

We designed and implemented a year-long curriculum based on principles of constructivism, spaced repetition, near-peer teaching, and interactive learning. Specific innovations included organization in monthly thematic units (e.g. neuroimmunology, epilepsy), senior residents as curricular theme leaders, peer-led interactive introductory talks for each theme, and monthly case-based consolidation sessions led by senior residents in small groups. Junior residents were protected from clinical duties during conference. We assessed resident perceptions on noon conference learning quantitatively and qualitatively with a survey including 10-point Likert scales and freeform responses pre- and post-intervention intervention (compared with t-tests), and a post-intervention focus group.

Surveys had low response rates (n=11 pre-intervention and n=10 post-intervention, 17%). There was significant improvement in residents’ perception that noon conference sustained their attention, utilized effective teaching methods (median before 5, median after 7, p<0.05 for both), and that it offered pearls for clinical practice (6, 7, p<0.05). There were significant increases in residents’ use of patient examination techniques (5, 7.5, p<0.05) and reasoning frameworks learned during noon conference (4, 7.5, p<001). All respondents agreed the thematic organization and peer-led sessions were more useful than traditional lectures. Freeform responses highlighted appreciation for the thematic organization, case-based format, skills workshops and clinical relevance. Preliminary focus group themes include case-based and skills learning, peer-led sessions, challenges with achieving protected learning time, and thematic organization, which improved cohesion and retention but led to concerns about residents missing large portions of a theme.

Organizing noon conference with monthly themes and peer-led case-based learning may improve neurology residents’ engagement and learning.