Megaconference: A radical approach to radiology resident education with full-day weekly conferences

Purpose: The aim of this study was to assess the value and educational experience of instituting a weekly full-day educational conference format for radiology residents. Methods: Two independent diagnostic radiology residency programs in a single urban health care network instituted a new teaching model in which residents from both programs participated in a weekly joint conference day. This format replaced independently held, but frequently teleconferenced, 1-hour daily conferences at both programs. Residents' and faculty members' perceptions of the educational experience were assessed using anonymous online surveys. Written board examination scores and number of resident dictations were compared before and after the change. Results: After 6 months, 30% and 53.3% of residents reported positive and neutral overall impressions, respectively. A survey return rate of 63.3% was achieved from 49 residents. Of 34 faculty members who responded, 50% reported increased preparation for conferences. The overall number of resident dictations modestly increased in the year after implementation of the format change, by 3.1%. There was no statistically significant change in the mean written board examination after the change in format compared with 3 years before the change. Conclusions: Conference interruptions, cancellations, and tardiness were essentially eliminated with the new model. Individual conference quality was reported to have improved as the result of the more formal format and larger audience size. Residents maintained productivity and exposure to case volume despite the loss of a single clinical day. Although residents' perceptions of the new model were predominantly positive or neutral, downsides included fewer cases per resident in case conferences and a less intimate conference setting.