Do surgical residents rated as better teachers perform better on in-training examinations?

Abstract

Background: There have been no attempts to objectively compare resident teaching ability with resident knowledge level. Methods: Resident teaching ability, as rated by medical students and junior surgical residents, was compared with resident knowledge level, estimated by in-training examination results, for 18 PGY5 and PGY4 surgical residents at McGill University (September 1996 to July 1997). Results: There was a trend to suggest that greater teaching ability is associated with higher in-training examination scores; this did not achieve statistical significance. PGY4 residents were rated as better teachers than PGY5 residents. Resident self-evaluation revealed a high degree of interest in teaching; inadequate time was the principal deterrent to resident teaching; enjoyment and learning during teaching were found to be the most common incentives. Conclusions: Our results suggest an association between resident level of knowledge and teaching ability. The principal deterrent to teaching—inadequate time—must be addressed to effectively assist surgical resident teaching.