Bite-Sized Teaching: Engaging the Modern Learner in Psychiatry

  • Ann C. SchwartzEmail author
  • Robert O. Cotes
  • Jungjin Kim
  • Martha C. Ward
  • Kimberly D. Manning
Feature: Educational Case Report

Knowledge acquisition is an important goal of residency and a critical process in becoming a competent psychiatrist both during training and beyond [1]. While the traditional 60-minute lecture remains a popular method for resident didactics, educators must consider the changing needs and preferences of their learners [2]. The current generation of psychiatry trainees, predominately composed of the Millennials, may perceive traditional didactics and formal lectures as unengaging [3, 4]. Residency programs have noticed a trend of decreasing attendance in formal lecture series, and awareness of these attitudes has prompted some programs to reexamine the curriculum and find alternative ways to educate residents [5].

Shorter lecture length has been identified as a potential target to improve learner satisfaction and knowledge retention [3, 4]. Retention of information in a traditional lecture has been noted to decline after only 10 minutes [6, 7], and the retention tends to be highest for...


Compliance with Ethical Standards

IRB exemption was granted by Emory University.


Dr. Schwartz is a member of the Academic Psychiatry Editorial Board. Manuscripts that are authored by a member of the Editorial Board undergo the same editorial review process applied to all manuscripts, including blinded peer review. Dr. Cotes has received research funding from Alkermes, Lundbeck, and Otsuka.


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Copyright information

© Academic Psychiatry 2019

Authors and Affiliations

  1. 1.Emory University School of MedicineAtlantaUSA
  2. 2.Harvard Medical SchoolBostonUSA

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