Radiology residents from learners to teachers: A multi-centric study

Abstract

PurposeThe teaching role of radiology residents has seldom been evaluated, and little is known about how teaching skills of radiology residents evolve throughout their training in the absence of formal teaching guidance. Our objective is to identify residents’ characteristics correlating with better teaching and compare teaching characteristics of junior and senior residents. MethodAll seven medical schools in Lebanon were involved in this multi-centric study. A self-assessment questionnaire was sent to sixty-nine radiology residents and filled anonymously. Fifty-seven (83 %) responses were received and represent the study population. Data analysis was based on factors correlating with overall teaching effectiveness. A comparison of senior and junior residents’ responses was also performed. ResultsOverall teaching effectiveness correlated with better knowledge, technical skills, clinical judgment, communication skills, identification and correction of learning problems, and importantly providing and receiving feedback. Senior residents rated themselves significantly better than juniors in “knowledge related to radiology” and in “technical skills” but not in “overall teaching effectiveness”. Seniors did not agree on the statement “medical students make my clinical responsibilities easier”. Although not reaching statistical significance, seniors showed a trend towards improving teaching skills. ConclusionsOverall teaching effectiveness is correlated with the adoption of proper skills and techniques. Despite the lack of formal teaching guidance, senior radiology residents are improving their techniques as teachers but still face difficulties in several domains.