Evaluation of a teaching skills improvement programme for residents

Edwards, J C; Kissling, Grace E.; Plauché, Warren C.; Marier, Robert L.

doi:10.1111/j.1365-2923.1988.tb00796.x

Cited by 24 publications

(20 citation statements)

References 8 publications

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“…[6][7][8] The OSTE scores for residents involved in the reinforcement intervention, taken 8 months after their RATs workshop, were as high or higher than those of control group residents examined 3 weeks after the workshops. A number of factors may have contributed to the finding that students generally rated the residents higher than the residents themselves.…”

Section: Discussionmentioning

confidence: 99%

“…Repeated studies have shown that teaching skills degrade over time without reinforcement (eg, .6 months [6][7][8] ), and we hypothesized that if the reinforcement system was effective, degradation would be prevented and there would be no significant difference in the performance of both groups. A two-tailed Student t-test was performed of the overall mean across stations, followed by tests of differences of the 6 stations.…”

Section: Assessment Of Skill Deteriorationmentioning

confidence: 99%

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Using a Commercially Available Web-Based Evaluation System to Enhance Residents' Teaching

Keller¹,

Blatt²,

Plack³

et al. 2012

Journal of Graduate Medical Education

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Background Residents-as-teachers (RATs) programs have been shown to improve trainees' teaching skills, yet these decline over time. Intervention We adapted a commercial Web-based system to maintain resident teaching skills through reflection and deliberate practice and assessed the system's ability to (1) prevent deterioration of resident teaching skills and (2) provide information to improve residents' teaching skills and teaching program quality. Methods Ten first-year obstetrics-gynecology (Ob-Gyn) residents participated in a RATs program. Following the program, they used a commercial evaluation system to complete self-assessments of their teaching encounters with medical students. Students also evaluated the residents. To assess the system's effectiveness, we compared these residents to historical controls with an Objective Structured Teaching Examination (OSTE) and analyzed the ratings and the free text comments of residents and students to explore teaching challenges and improve the RATs program. Results The intervention group outscored the control group on the OSTE (mean score ± SD = 81 ± 8 versus 74 ± 7; P = .05, using a 2-tailed Student t-test). Rating scale analysis showed resident self-assessments were consistently lower than student evaluations, with the difference reaching statistical significance in 3 of 6 skills (P < .05). Comments revealed that residents most valued using innovative teaching techniques, while students most valued a positive educational climate and interpersonal connections with residents. Recommended targets for RATs program improvement included teaching feedback, time-limited teaching, and modeling professionalism behaviors. Conclusions Our novel electronic Web-based reinforcement system shows promise in preventing deterioration of resident teaching skills learned during an Ob-Gyn RATs program. The system also was effective in gaining resident and student insights to improve RATs programs. Because our intervention was built upon a commercially available program, our approach could prove useful to the large population of current subscribers.

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Section: Discussionmentioning

confidence: 99%

Section: Assessment Of Skill Deteriorationmentioning

confidence: 99%

Using a Commercially Available Web-Based Evaluation System to Enhance Residents' Teaching

Keller¹,

Blatt²,

Plack³

et al. 2012

Journal of Graduate Medical Education

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“…Most of these recommendations have been based on the assumption that better teaching skills do not only improve medical residents' professional competence (Kates and Lesser, 1985;Apter et al, 1988;Busari et al, 2002Busari et al, , 2003 but probably also enhance the effectiveness of undergraduate clinical training. There are reports in the literature that in institutions where such programmes have been implemented, improvements in the didactic skills and perceived teaching qualities of medical residents have been achieved (Lawson and Harvill, 1980;Jewett et al, 1982;Camp and Hoban, 1988;Edwards et al, 1988;Meleca and Pearsol, 1988; Busari (submitted for publication); Bing You and Greenberg, 1990;Sheets et al, 1991). However, many of these studies did not use standardized methods in developing and evaluating the training programmes.…”

Section: Introductionmentioning

confidence: 91%

A Two-day Teacher-Training Programme for Medical Residents: Investigating the Impact on Teaching Ability

Busari

Scherpbier

Vleuten

et al. 2006

Adv Health Sci Educ Theory Pract

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Medical students rated the teaching abilities of the workshop participants after the training more highly than those of the residents in the control group. The ability to adjust teaching to the needs of the students and teach effective communication and diagnostic clinical skills were among the features that characterized effective teaching. Properly designed, teacher-training workshops could be effective and feasible methods to improve the quality of teaching by medical residents.

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“…Resident evaluations demonstrated that objectives were met and that residents were confident in their ability to apply new skills, mirroring other studies' results of resident as teacher programs. [16][17][18] Finally, evaluation of our 3-phase model allowed identification of lessons learned for implementation and delivery of a resident educator curriculum program (B O X 2).…”

Section: Discussionmentioning

confidence: 99%

A Pilot Study of a “Resident Educator And Life-long Learner” Program: Using a Faculty Train-the-Trainer Program

Pien¹,

Taylor²,

Traboulsi³

et al. 2011

Journal of Graduate Medical Education

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Purpose We sought to create a resident educator program using a Train-the-Trainer (TTT) approach with adaptable curricula at a large tertiary health care center with a medical school and 60 accredited residency programs. Methods The Resident Educator And Life-long Learner (REALL) Program was designed as a 3-phase model. Phase 1 included centralized planning and development that led to the design of 7 teaching modules and evaluation tools for TTT and resident sessions. Phase 2 entailed the dissemination of the TTT modules (Learning Styles, Observational Skills, Giving Feedback, Communication Skills: The Angry Patient, Case-Based Teaching, Clinical Reasoning, Effective Presentations) to faculty trainers. In phase 3, specific modules were chosen and customized by the faculty trainers, and implemented for their residents. Evaluations from residents and faculty were collected throughout this process. Results A total of 45 faculty trainers representing 27 residency programs participated in the TTT program, and 97% of trainers were confident in their ability to implement sessions for their residents. A total of 20 trainers from 11 residency programs implemented 33 modules to train 479 residents, and 97% of residents believed they would be able to apply the skills learned. Residents' comments revealed appreciation of discussion of their roles as teachers. Conclusion Use of an internal TTT program can be a strategy for dissemination of resident educator and life-long learner curricula in a large academic tertiary care center. The TTT model may be useful to other large academic centers.

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Evaluation of a teaching skills improvement programme for residents

Cited by 24 publications

References 8 publications

Using a Commercially Available Web-Based Evaluation System to Enhance Residents' Teaching

Using a Commercially Available Web-Based Evaluation System to Enhance Residents' Teaching

A Two-day Teacher-Training Programme for Medical Residents: Investigating the Impact on Teaching Ability

A Pilot Study of a “Resident Educator And Life-long Learner” Program: Using a Faculty Train-the-Trainer Program

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