Study of teaching residents how to teach

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

doi:10.1097/00001888-198808000-00003

Cited by 41 publications

(68 citation statements)

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“…The eight studies [13][14][15][16][17][18][19][20] examined teaching methods from a variety of residencies. Only two 16,20 of the studies included baseline data about the control and treatment group.…”

Section: Resultsmentioning

confidence: 99%

“…Only two 16,20 of the studies included baseline data about the control and treatment group. With regard to interventions, five studies 13,14,17,18,20 used formal skill sessions to improve resident teaching ability. These sessions varied from one half day teaching seminars to a series of 1-hour conferences.…”

Section: Resultsmentioning

confidence: 99%

“…For outcome measures, five of the studies 13,[15][16][17][18] focused on student and self-evaluations, whereas three 14,17,20 used either an objective structured teaching examination (OSTE) or a third-party evaluation of a structured interview. Studies using both outcome measures were able to demonstrate significant improvements in the intervention vs the control group.…”

Section: Resultsmentioning

confidence: 99%

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The neurology resident as teacher

Gill

Frank²

2004

Neurology

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Abstract-There is a need to improve the quality of teaching done by neurology residents because neurology residents are intimately involved in medical student education. This article reviews the available literature on techniques to improve the teaching ability of resident physicians. Eight randomized prospective studies were identified from health and education databases. The outcomes measured were student ratings of residents or objective ratings of interactions between residents and students. The skills curriculum provided a more robust response, and the objective standardized teaching examination (OSTE) provided a standardized outcome. There continues to be a need for studies specifically addressing the teaching by neurology residents and fellows. NEUROLOGY 2004;63:1334 -1338 R esident physicians spend up to 25% of their time teaching medical students and other residents.1,2 The American Association of Medical Colleges (AAMC) has recognized that resident teaching has an important impact on medical education.3 This is borne out by surveys that show medical students feel the teaching done by residents is important to their education. 4 Within neurology, resident teaching is required as a part of residency. The neurology residency review committee of the Accreditation Council for Graduate Medical Education (ACGME) sets the standards for accreditation of neurology residencies and states: "Teaching of other residents, medical students, nurses, and other health care personnel, formally and informally, is a required aspect of the resident's education in neurology." 5To improve resident teaching skills, residencies have begun to incorporate teaching programs, typically in the form of training sessions. A recent survey of family medicine, internal medicine, psychiatry, general surgery, and obstetrics/gynecology residents found that 55% of all residency programs offered instruction to its residents in teaching skills. 6 Unfortunately, the published surveys do not include neurology residencies, and the rate of resident teaching programs in neurology is not known.The AAMC, an advocacy group for medical student and resident education, and the Liaison Committee on Medical Education (LCME), the accreditation group for medical schools, advocate for improving teaching skills for residents. These organizations feel that these skills are particularly important for residents who teach "core clinical clerkships" for thirdyear medical students. 7 The education subcommittee of the American Academy of Neurology has previously recommended the neurology clerkship be in the third year. 8 This group feels that neurology is an important part of third-year medical education because of the prevalence of neurologic diseases that will be cared for by primary care physicians. If the AAMC and LCME feel strongly that residents who teach third-year clerks should have specific training and neurology is to be a third-year clerkship, then it follows that neurology residencies should prepare its residents to teach as well.Despite the emphasis from ...

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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The neurology resident as teacher

Gill

Frank²

2004

Neurology

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“…These programs usually focused on one specialty area or on specific combinations of programs in primary care specialties (Jewett et al 1982;Greenberg et al 1984;Edwards 1988;Bing-You et al 1997;Dunnington & DaRosa 1998;Busari et al 2002;Minor 2002;Morrison et al 2003Morrison et al , 2004Farrell et al 2006;Jain & Jain 2007). These programs have been shown to improve resident self-assessed teaching behaviors, self-reported resident knowledge (including clinical and intellectual skills), and self-confidence as teachers; they have also been shown to result in higher learner evaluations of the residents (Sheets 1991;Weiss & Needlman 1998;Wipf et al 1999;Busari 2004;Wamsley et al 2004).…”

Section: Practice Pointsmentioning

confidence: 99%

Improving residents’ teaching skills: A program evaluation of residents as teachers course

et al. 2010

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Background: The role of residents as teachers is recognized as an important part of medical education. However, residents may not possess the practical skills needed to teach medical students effectively. Aim: In response to a Liaison Committee on Medical Education citation concerning surgery residents' teaching skills, the University of Louisville School of Medicine instituted a campus-wide residents as teachers program based on the bringing education and service together curriculum. Methods: This evaluation plan is grounded on Kirkpatrick's four levels model. Levels 1 and 2 data included post-session learner questionnaires (2007 and 2008) and open-ended facilitator questionnaires (2008). Levels 3 and 4 data included third year medical students' responses to CourseEval Õ questions on residents as teachers

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“…Research shows that without educational support during residency, residents' teaching skills do not improve in relation to their clinical competence (Edwards et al 1988). Furthermore, IM residents experience conflicts inherent to their simultaneous commitment to learning, teaching, and service that may undermine both their effectiveness in supervising interns and their own professional development (Yedidia et al 1995).…”

Section: Introductionmentioning

confidence: 99%

Teaching strategies used by internal medicine residents on the wards

Smith

Kohlwes

2011

Medical Teacher

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Background: Residents serve as teachers to interns and students in most internal medicine residency programs. Aim: The purpose of our study is to explore what internal medicine residents perceive as effective teaching strategies in the inpatient setting and to formulate a guideline for preparing residents to lead their ward teams. Methods: Housestaff identified as excellent teaching residents were recruited from a large internal medicine residency program. Focus groups were formed and interviews were conducted using open-ended questions. Transcripts of the interviews were reviewed, analyzed, and compared for accuracy by two investigators. The transcripts were then coded to categorize data into similar subjects from which recurrent themes in resident teaching were identified. Results: Twenty-two residents participated in four focus group interviews held in 2008. We identified five principal themes for effective teaching by residents: (T)aking advantage of teaching opportunities, (E)mpowering learners, (A)ssuming the role of leader, (C)reating a learning environment, and (H)abituating the practice of teaching. Conclusion: Strategies for effective teaching by residents exist. The TEACH mnemonic is a resident-identified method of instruction. Use of this tool could enable residency programs to create instructional curricula to prepare their residents and interns to take on the roles of team leaders and teachers.

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Study of teaching residents how to teach

Cited by 41 publications

References 0 publications

The neurology resident as teacher

The neurology resident as teacher

Improving residents’ teaching skills: A program evaluation of residents as teachers course

Teaching strategies used by internal medicine residents on the wards

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