Residents were presented with pre- and postsession education via the learning management system used in our residency program for independent, asynchronous review. Presession educational material included evidence-based literature on global themes related to the four cases covered during each session, clinical vignettes with case-based questions to encourage learners to begin thinking about topic-based clinical management, and hyperlinks to relevant procedural or topic videos. At the end of each session, educational material included more in-depth literature covering the same topics as well as a bulleted summary of topic objectives or “take-home points”. These bulleted points allowed learners to focus on group discussion rather than taking notes during the session while also providing facilitators the flexibility to focus specifically on topics perceived by the learners as most important to discuss. Asynchronous material introduced topics prior to the session to promote active group discussion, and concepts were reinforced at the end of each session.