Residents as Teachers: Disconnect between Faculty and Self Assessment of Skills (P07.233)

Abstract

Objective: To study the impact of a new curriculum based on the One Minute Preceptor (OMP) on resident teaching skills through an Objective Structured Teaching Examination (OSTE). Background Residents serve an important role in teaching medical students and peers. Research on residents-as-teachers curricula is limited, especially in neurology. Design/Methods: Residents participated in a pre-OSTE, a curriculum based on the OMP, and post- OSTE. The curriculum consisted of a one hour session on the OMP. The OSTEs, consisted of 3 stations, measuring the five teaching “microskills” on a 4 point (0-3) Likert scale, with behavioral anchors. Residents and faculty (blinded to resident participation in the curriculum) graded performance on the OSTEs. While not randomized, some residents did not participate in all portions of this study. Descriptive statistics and student t test were used. Results: Of 18 residents, 14 participated in the pre-OSTE, 11 in the curriculum, 17 in the post-OSTE, and 9 in all 3 components of this study. Performance as graded by faculty improved from pre-OSTE (mean ± SD, 1.46 ± 1.42) to post-OSTE (2.20 ± 1.09, p Conclusions: An educational curriculum on the OMP improved resident performance on a post- OSTE graded by faculty, but not by resident self assessment. Overall residents more favorably assessed their teaching skills than by faculty assessment. No significant learning occurred as a result of participation in a pre-OSTE. Disclosure: Dr. Schuh has nothing to disclose. Dr. Zaman has nothing to disclose. Dr. Roth has nothing to disclose.