Abstract
Residents-as-teachers (RaT) is a theoretical framework emphasizing the significance of the similar learning background of teachers and learners. In Japan, community-based medical education (CBME) is a practical approach to teaching family medicine. This study aimed to investigate the impact and challenges of RaT on the learning of medical students and residents in CBME at a rural community hospital in Japan. Over the course of a year, the researchers conducted one-on-one interviews with three residents and ten medical students participating in family medicine training at the hospital. The interviews were recorded and transcribed verbatim. Grounded theory was used in the data analysis to clarify the findings. Three key themes emerged from the research: lack of educational experience with RaT, effectiveness of RaT, and challenges of RaT. Although participants were prejudiced against RaT, they felt its implementation could facilitate the establishment of beneficial relationships between learners and teachers. They were also able to participate in medical teams effectively. The findings suggest that the increased participation of senior doctors in RaT could strengthen its learning effects. RaT in rural CBME should be applied in various contexts, and its effectiveness should be further investigated both qualitatively and quantitatively.
Highlights
Accepted: 25 November 2021Medical residents are encouraged to develop their roles as teachers for mutual learning benefits for themselves and learners [1]
It is estimated that residents spend 20–25% of their time teaching students and peers [3,4], and medical students learn 30–85% of the curriculum in undergraduate medical education from residents [5]
The participants of this study were medical students and residents who participated in the community-based medical education (CBME) curriculum in Unnan City Hospital
Summary
Medical residents are encouraged to develop their roles as teachers for mutual learning benefits for themselves and learners [1]. Residents-as-teachers (RaT) is a theoretical framework that emphasizes the significance of a similar knowledge base between teachers and learners, and mutual learning among non-professional teachers and learners in groups [2]. Many medical students perceive residents as their most important and valuable clinical mentors or teachers [1,6]. Considering the diligence, time constraints, and workload of medical staff, there is a growing need for resident teachers. RaT may alleviate the pressure on overburdened medical teachers and preserve the quality of medical education in situations of limited medical and educational resources [7,8]
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