Enhancing the Teaching Environment: 3-Year Follow-Up of a Resident-Led Residents-as-Teachers Program

Abstract

Background Previous faculty-driven residents-as-teachers (RAT) models have had limited efficacy and sustainability. Objective To evaluate the acceptability and effects of a resident-led RAT program on resident teaching. Methods In October 2016, obstetrics and gynecology (OB/GYN) residents at a large academic institution implemented a resident-led RAT program, consisting of a steering committee of peer-selected residents with 2 faculty mentors who planned education-focused resident didactics and journal clubs, organized resident involvement in clerkship activities, and recognized residents who excelled in teaching as Distinguished Educators (DEs). From July 2016 through June 2019, using the Kirkpatrick Model, we evaluated the program with annual resident surveys assessing self-perception of 13 teaching skills (5-point Likert scale) and value of RAT program, institutional end-of-clerkship student evaluations of resident teaching, and resident participation in DE award. Results Annual resident survey response rates ranged from 63% to 88%. Residents' self-reported teaching skills improved significantly in 11 of 13 domains from 2016 to 2018 (improvements ranging from 0.87–1.42; 5-point Likert scale; P < .05). Of the 2018 respondents, 80% agreed that the resident-led RAT program added value to the residency. For 2017–2018 and 2018–2019 academic years, 47% and 48% of medical students (100% response rate) strongly agreed that residents provided effective teaching compared to 30% in 2016–2017 (P < .05). Ten residents have graduated as DEs during this time period. Conclusions A resident-led RAT program increased residents' self-reported teaching skills, improved medical student perceptions of teaching quality, and was sustainable and acceptable over a 3-year period.

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“…While this is not surprising given the breadth of literature citing benefits of RaT experience, it does suggest that this experience provides many of the benefits already identified in other RaT opportunities and supports FoEM RaT as a viable option. 4,[8][9][10][11][12][13][14][15][17][18][19][45][46][47] FoEM resident instructors reported increased core knowledge, which echoes improved educational outcomes shown in other studies. 14,46,47,67 This finding that teaching facilitates learning is also consistent with adaptive expertise and the master adaptive learner model.…”

“…RaT improved their teaching skills, an essential component of RaT experiences. [10][11][12][13][14][17][18][19] In addition to the benefits to the resident teacher's knowledge and instructional skills, we found that FoEM…”

The More Things Change, the More They Stay the Same

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