Applying Adult Learning Theory to a Residents-as-teachers Workshop Series

Abstract

Objective: Adult learning theory is well suited to formal programs for residents in their roles as teachers of medical students and junior residents. Its concepts of active, context-bound learning are immediately applicable to clinical teaching. The Department of Pediatrics at the University of Arizona College of Medicine is offering a workshop series, Residents-as-Teachers, that is informed by the principles of adult learning theory. Adult learning theory has guided the selection of topics, the workshop format, and the teaching methods. The purpose of the workshops is twofold: to develop the skills to become successful clinical teachers, and to model the principles of adult learning theory and thereby reinforce the concepts being taught. Description: The series consists of seven hour-long workshops offered throughout the year. In keeping with the tenets of adult learning theory, the topics of the workshops were developed by a needs analysis. Focus groups and semi-structured interviews were conducted with residents to determine what they perceived their teaching roles to be and what training they needed to improve their teaching skills. In work with the chief residents, these topics were narrowed and presented to a second focus group. Final topics were identified and put on the residents' master schedules. Topics include making effective presentations, time management, adult learning theory, giving feedback, clinical teaching, and ward team leadership. All workshops are offered at lunchtime, and food is provided. The chief residents and an education specialist from the college's instructional support unit lead the workshops. None of the workshops is a lecture, although they may contain short didactic components. Workshops consist of activities; for example, the workshop on effective conference presentation is a hands-on session held in a computer lab at which residents create a mini-presentation using a “problem patient template.” The template's content is formatted to foster learning by promoting the conference listener's active engagement. Workshops on clinical teaching and feedback consist of activities during which residents work with partners to practice their skills, alternating the roles of teacher and learner. Passive learning is minimized and active learning encouraged. At the end of every session, residents are called upon to reflect on the session and to apply new principles to their own clinical teaching. Discussion: Many residents feel overwhelmed juggling clinical and teaching responsibilities. Often they are the primary teachers of students and junior residents, and many times they have never had any training in teaching or been exposed to adult learning theory. Through these workshops we hope to create more efficient, qualified, and knowledgeable resident-teachers. As a partial measure of success, an item to rate residents' teaching will be added to mandatory clerkship evaluation by students. Additionally, the education specialist will observe residents' teaching on the wards to determine whether the workshops' concepts are being applied. Finally, feedback from evaluations that residents complete at the end of each workshop will be used to modify and plan future sessions.