Number needed to eat: pizza and resident conference attendance

The didactic conference is a common part of the resident education curriculum. Given the demands of clinical responsibilities and restrictions on duty hours, maximising education is a challenge faced by all residency programmes. To date, little research exists with respect to how the provision of complimentary food affects physician and resident conference attendance. The objective of this study was to determine whether complimentary food improves resident arrival times and attendance at educational conferences and, furthermore, to test whether this provision is a potentially cost‐effective tool for improving education. A retrospective review of 36 resident educational Friday noon conferences, including 1043 resident arrivals, was performed. Data were analysed for total attendance, arrival times, number needed to eat (NNE) and the percentage of residents arriving on time, and compared between days on which food was and was not provided. Median attendance was 3.7% higher (p = 0.04) on days on which food was provided, at a cost of US$46 for each additional resident in attendance. Arrival times were also statistically significantly improved when food was provided, with a median improvement of 0.7 minutes (p = 0.02) and an 11.0% increase in on‐time arrivals (p < 0.001). The NNE was 10.6. Complimentary food improves both attendance and arrival times by a small, but statistically significant, degree. The provision of complimentary food can be considered as an incentive for attendance and on‐time arrival at didactic educational sessions, although more cost‐effective modalities may exist.

[1]  J. Watterson,et al.  Development and incorporation of hybrid simulation OSCE into in-training examinations to assess multiple CanMEDS competencies in urologic trainees. , 2015, Canadian Urological Association journal = Journal de l'Association des urologues du Canada.

[2]  D. Pressel Theory and practice of free food in hospitals: a guide for the hungry hospitalist. , 2014, Hospital pediatrics.

[3]  Tara R. Lang,et al.  Technology-Enhanced Simulation and Pediatric Education: A Meta-analysis , 2014, Pediatrics.

[4]  D. Cook,et al.  Internet-based learning in the health professions: a meta-analysis. , 2008, JAMA.

[5]  Furman S. McDonald,et al.  Associations of conference attendance with internal medicine in-training examination scores. , 2008, Mayo Clinic proceedings.

[6]  T. Habermann,et al.  If you feed them, they will come: A prospective study of the effects of complimentary food on attendance and physician attitudes at medical grand rounds at an academic medical center , 2007, BMC medical education.

[7]  J. L. Dolcourt,et al.  Learners' decisions for attending Pediatric Grand Rounds: a qualitative and quantitative study , 2006, BMC medical education.

[8]  T. Habermann,et al.  Current status of medical grand rounds in departments of medicine at US medical schools. , 2006, Mayo Clinic proceedings.

[9]  Scott M Wright,et al.  Conference attendance and performance on the in-training examination in internal medicine , 2004, Medical teacher.

[10]  T. Habermann,et al.  Strategies for improving attendance at medical grand rounds at an academic medical center. , 2003, Mayo Clinic proceedings.

[11]  N. Wenger,et al.  Didactic Teaching Conferences for IM Residents: Who Attends, and Is Attendance Related to Medical Certifying Examination Scores? , 2003, Academic medicine : journal of the Association of American Medical Colleges.

[12]  J. Sidorov,et al.  How are internal medicine residency journal clubs organized, and what makes them successful? , 1995, Archives of internal medicine.