Interactive format is favoured in case conference.

Background: Follow-up case presentation (FCP), a staple of emergency medicine residency conference curricula nationwide, has traditionally been delivered using PowerPoint(TM) (PP). The sole use of the PP lecture format may limit audience participation. In light of existing literature supporting chalkboard and morning report formats, we changed FCP to an interactive chalkboard format with limited PP slides. We hypothesised that this change will enhance the perceived educational impact of FCP on learners.

Methods: To examine learners' perceptions regarding the PP-based and 'chalkboard talk' discussion formats, we conducted a time-series investigation with pre- and post-intervention questionnaires using the five-point Likert scale. After obtaining Institutional Review Board exemption, 60 emergency medicine residents (post graduate years 1-4) were recruited through e-mail to complete the pre-intervention questionnaire. The post-intervention questionnaire was administered following a run-in period of nine post-intervention FCPs. The questionnaires were compared using Mantel-Haenszel chi-square tests.

Results: The pre- and post-intervention questionnaire completion rates were 83.3 per cent (50/60) and 65 per cent (39/60), respectively. The chalkboard format was perceived by learners to be significantly more effective than PP-based FCPs at educating the learner regarding the topics covered (3.5 versus 4.0, pre- versus post-, respectively, p = 0.003), teaching practical knowledge (3.4 versus 3.8, p = 0.014), stimulating self-knowledge assessment (3.4 versus 3.8, p = 0.023), encouraging the generation of broad differential diagnoses (3.4 versus 3.9, p = 0.008), and promoting an interactive learning environment (3.1 versus 4.1, p < 0.0001).

Conclusions: The implementation of chalkboard format with interactive discussion is perceived by learners to be the superior didactic educational medium, compared with the exclusive use of PP slides for FCPs. The chalkboard format was perceived by learners to be significantly more effective.