Abstract
BackgroundDespite significant teaching responsibilities and national accreditation standards, most residents do not receive adequate instruction in teaching methods. Published reports of residents-as-teachers programs vary from brief one-time exposures to curricula delivered over several months. A majority of interventions described are one or two-day workshops with no clear follow-up or reinforcement of skills. A three-year longitudinal teaching skills curriculum was implemented with these goals: 1) deliver an experiential skill-based teaching curriculum allowing all residents to acquire, practice and implement specific skills; 2) provide spaced skills instruction promoting deliberate practice/reflection; and 3) help residents gain confidence in their teaching skills.MethodsOne hundred percent of internal medicine residents (82/82) participated in the curriculum. Every 10 weeks residents attended a topic-specific experiential skills-based workshop. Each workshop followed the same pedagogy starting with debriefing/reflection on residents’ deliberate practice of the previously taught skill and introduction of a new skill followed by skill practice with feedback. Every year, participants completed: 1) assessment of overall confidence in each skill and 2) retrospective pre-post self-assessment. A post-curriculum survey was completed at the end of 3 years.ResultsResidents reported improved confidence and self-assessed competence in their teaching skills after the first year of the curriculum which was sustained through the three-year curriculum. The curriculum was well received and valued by residents.ConclusionsA formal longitudinal, experiential skills-based teaching skills curriculum is feasible and can be delivered to all residents. For meaningful skill acquisition to occur, recurrent continuous skill-based practice with feedback and reflection is important.
Highlights
Introduction to TeachingSkills, Learning Climate and Effective Teachers Identify ways to utilize Carver College of Medicine and clerkship learning objectives for medical students in bedside and small group teaching Formulate an orientation checklist for outlining logistics and student expectations on the service Recognize leadership and teaching behaviors that create an environment of harassment and learner mistreatment.Senior Resident Curriculum: Anatomy of an Effective Presentation Recognize steps involved in developing an effective presentation Understand importance of creating a timeline Describe structure of an effective presentation Identify tips and tools for an effective presentation Design slides using presentation principlesIntern Teaching Primer: Introduction to Teaching Skills Appreciate impact of resident teachers on learners Identify expectations for resident teachers
Published reports of residents-as-teachers (RAT) programs vary from brief one-time exposures to curricula delivered over several months [9, 10]
Short interventions often do not lead to lasting improvements in teaching ability, and decrements in teaching skills have been reported without periodic reinforcement [7, 11]
Summary
Despite significant teaching responsibilities and national accreditation standards, most residents do not receive adequate instruction in teaching methods. Published reports of residents-as-teachers programs vary from brief one-time exposures to curricula delivered over several months. A majority of interventions described are one or two-day workshops with no clear follow-up or reinforcement of skills. Despite significant teaching responsibilities and national accreditation standards, most residents do not receive adequate skill-based instruction in teaching methods [2, 5]. Published reports of residents-as-teachers (RAT) programs vary from brief one-time exposures to curricula delivered over several months [9, 10]. A majority of interventions described are one or two-day teaching skills workshops with no clear follow-up or reinforcement of these skills [9, 10].
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