Improvement of Confidence and Knowledge Retention for Stroke Management Among Internal Medicine Trainees During an Institution-Specific, Protocol-Oriented Lecture Based Intervention.

9–11 There appears to be a diminishing level of emphasis given to traditional didactics, partly evidenced by a decreasing trend in lecture attendance at the medical student level. 14 It is conceivable that “poor teaching” may be one of the facets leading to this trend.

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Our survey demonstrated that twenty-two days, on average, after the lecture intervention was given, there was no significant difference in knowledge scores from immediately after the intervention, indicating a possible trend of retention of this important information and improved confidence scores over time.

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