Protected block time for teaching and learning in a postgraduate family practice residency program.

OBJECTIVE To explore the elements necessary for a high-quality educational experience in a family practice residency program with respect to scheduling, learning environment, and approaches to teaching and learning. DESIGN An interpretative, qualitative study using a generative-inquiry approach. SETTING The Nanaimo Site of the University of British Columbia Family Practice Residency Program. PARTICIPANTS Fifteen physician instructors and 16 first- and second-year residents. METHODS Data were gathered from 2 qualitative focus group interviews with residents; 2 qualitative focus group interviews with physician instructors; and structured and semistructured observation of 2 in-class seminars, with a focus on residents' engagement with the class. Results were analyzed and categorized into themes independently and collectively by the researchers. MAIN FINDINGS Protected block time for teaching and learning at the Nanaimo Site has been effective in fostering a learning environment that supports collegial relationships and in-depth instruction. Residents and physician instructors benefit from the week-long academic schedule and the opportunity to teach and learn collaboratively. Participants specifically value the connections among learning environment, collegiality, relationships, reflective learning, and the teaching and learning process. CONCLUSION These findings suggest that strategic planning and scheduling of teaching and learning sessions in residency programs are important to promoting a comprehensive educational experience.