@article {ChenE411, author = {Luke Y.C. Chen and Tien T.T. Quach and Riki Dayan and Dean Giustini and Pim W. Teunissen}, title = {Academic half days, noon conferences and classroom-based education in postgraduate medical education: a scoping review}, volume = {11}, number = {3}, pages = {E411--E425}, year = {2023}, doi = {10.9778/cmajo.20210203}, publisher = {Canadian Medical Association Open Access Journal}, abstract = {Background: Classroom-based education (CBE) is ubiquitous in postgraduate medical education (PGME), but to date no studies have synthesized the literature on the topic. We conducted a scoping review focusing on academic half days and noon conferences.Methods: We searched 4 databases (MEDLINE [OVID], Embase [OVID], ERIC [EBSCO] and Web of Science) from inception to December 2021, performed reference and citation harvesting, and applied predetermined inclusion and exclusion criteria to our screening. We used 2 frameworks for the analysis: {\textquotedblleft}experiences, trajectories and reifications{\textquotedblright} and {\textquotedblleft}description, justification and clarification.{\textquotedblright}Results: We included 90 studies, of which 55 focused on resident experiences, 29 on trajectories and 6 on reification. We classified 44 studies as {\textquotedblleft}description,{\textquotedblright} 38 as {\textquotedblleft}justification{\textquotedblright} and 8 as {\textquotedblleft}clarification.{\textquotedblright} In the description studies, 12 compared academic half days with noon conferences, 23 described specific teaching topics, and 9 focused on resources needed for CBE. Justification studies examined the effects of CBE on outcomes, such as examination scores (17) and use of teaching strategies in team-based learning, principles of adult learning and e-learning (15). Of the 8 clarification studies, topics included the role of CBE in PGME, stakeholder perspectives and transfer of knowledge between classroom and workplace.Interpretation: Much of the existing literature is either a description of various aspects of CBE or justification of particular teaching strategies. Few studies exist on how and why CBE works; future studies should aim to clarify how CBE facilitates resident learning within the sociocultural framework of PGME.}, URL = {https://www.cmajopen.ca/content/11/3/E411}, eprint = {https://www.cmajopen.ca/content/11/3/E411.full.pdf}, journal = {Canadian Medical Association Open Access Journal} }