2011 | 2012 | 2013 | 2014 | |
---|---|---|---|---|
Structure | • Curriculum for sessions | • Curriculum for sessions | • Decrease length of curriculum (18 months to ≤ 12 months)a | • Decrease duration from 5 to 4 h |
• Online repository for the lectures | • Website where lectures are helda | • More breaks | ||
• Schedule lectures in blocks (GI, GU, breast, etc.)a | • Record Lecturesa | • Easier access for lectures at home | ||
• Pre and posttests each month | • References for articles | • Schedule main blocks earlier in year | ||
• Sign in sheets instead of clickersa | ||||
Content/Format | • More board review sessionsa | • Continue board review and pharmacology sessionsa | • More case-based teaching, perhaps a morning report in residencies to help fellows think more critically | • More clinical lectures |
• Make lectures more interactive | • Make lectures more interactive | • More clinical based talks and board review series | • More interactive sessions | |
• More case-based formata | • Add different formats: small group, problem-based learninga | • More interactive sessions, more varied types of sessions (not just PowerPoint) | • More review questions, more group exercises | |
• More pharmacology sessionsa | • More benign hematology lecturesa | • More Q&A sessions | • More case-based and problem-based sessions | |
• More pharmacology talks | ||||
Faculty | • More faculty involvementa | • More involvementa | • Ensure that best faculty are involved | • Academic leaders participate in lectures |
• Statistics faculty at journal clubsa | ||||
Learning Environment | • Snacks, coffee breaksa | • Consider a room with table set up | • No disturbance from calls and pagers from service | • Reduce the calls from chemo suites during that period |
• More interactive style of learning |