The case-based radiology teaching conference for residents: Beneficial effect of previewing cases and using answer sheets

Rationale and Objectives. Radiology residents often experience the case-bas ed teaching conference as an inquisition, during which the moderator painfu lly extracts observations, conclusions, and facts from a discussant while o ther attendees passively observe. This experience is frequently disliked by all participants. The author hypothesized that such conferences could be i mproved by previewing cases and using answer sheets. Materials and Methods. A bimonthly, 1-hour, case-based skeletal radiology t eaching conference was modified so that residents previewed 20 single-image cases for 45 seconds each while completing answer sheets. Directed by a mo derator, residents then took turns discussing their responses. Attendees co mpleted evaluation forms. Results. Five conferences were evaluated, and a total of 81 evaluation form s were received. The average response rate per conference was 90%. The eval uations indicated that the content was appropriate (96% [78 of 81 evaluatio ns]), the format helped learning (98% [79 of 81]), the new format was prefe rred to the traditional format (98% [78 of 80]), and more such conferences were desired (99% [80 of 81]). Evaluations also suggested that the requirem ent to commit to a diagnosis was beneficial, greater participation and enga gement were obtained from all attendees, and more cases were discussed. Conclusion. Modifying case-based radiology teaching conferences by having p articipants preview cases and use answer sheets has positive educational be nefits and is well received.