Abstract
Objectives
Many training programs have implemented Resident-as-Teacher curricula. Previous evaluations of such programs have largely focused on direct, often self-assessed benefits to the learner in the curriculum, without evaluating higher-level educational outcomes such as behavioral changes that benefit other trainees and the program as a whole.
Methods
We developed a 2-week Resident-as-Teacher (RaT) rotation, during which senior medicine residents lecture, lead morning report, teach exam maneuvers, and rehearse feedback skills, under direct faculty observation. We surveyed participating RaT residents, interns who worked with RaT residents, and interns who did not work with RaT residents, and we examined rates of program evaluation completion.
Results
All 42 Post Graduate Year 3 residents completed the rotation during the 2015–16 academic year, 26 (62%) during the study period. Of these 26 residents, 21 (81%) responded to the pre-rotation survey and 24 (92%) to the immediate post-rotation and 6-month follow-up surveys. RaT residents reported increased confidence in all teaching formats. Interns who worked with these residents were more satisfied with the feedback they received than their co-interns who did not (92 vs. 63%). Residents who completed the RaT rotation were more likely to fill out online evaluations (mean completion rate 82 vs. 69%).
Conclusions
Our 2-week intensive curriculum on teaching and feedback improved self-reported comfort with teaching and preparedness for careers in academic medicine. Moreover, our analysis suggests the intervention changed resident behaviors, improving the experience of other trainees and rates of online evaluation completion.
Similar content being viewed by others
References
Jacobs MB, Tower D. Enhancing the training of internal medicine residents at Stanford by establishing a model group practice and raising its clinical educators’ status. Acad Med. 1992;67(10):623–30.
Adamson R, Goodman RB, Kritek P, Luks AM, Tonelli MR, Benditt J. Training the teachers. The clinician-educator track of the University of Washington Pulmonary and Critical Care Medicine Fellowship Program. Ann Am Thorac Soc. 2015;12(4):480–5. https://doi.org/10.1513/AnnalsATS.201501-032OT.
Smith CC, McCormick I, Huang GC. The clinician-educator track: training internal medicine residents as clinician-educators. Acad Med. 2014;89(6):888–91. https://doi.org/10.1097/ACM.0000000000000242.
Yedidia MJ, Schwartz MD, Hirschkorn C, Lipkin M Jr. Learners as teachers: the conflicting roles of medical residents. J Gen Intern Med. 1995;10(11):615–23.
Kaufman DM. Applying educational theory in practice. BMJ. 2003;326(7382):213–6.
Bowen JL. Educational strategies to promote clinical diagnostic reasoning. N Engl J Med. 2006;355(21):2217–25. https://doi.org/10.1056/NEJMra054782.
Hill AG, Yu TC, Barrow M, Hattie J. A systematic review of resident-as-teacher programmes. Med Educ. 2009;43(12):1129–40. https://doi.org/10.1111/j.1365-2923.2009.03523.x.
Bing-You RG, Trowbridge RL. Why medical educators may be failing at feedback. JAMA. 2009;302(12):1330–1. https://doi.org/10.1001/jama.2009.1393.
Kirkpatrick D, Kirkpatrick J. Evaluating training programs: the four levels. San Francisco, CA: Berret-Koehler; 1994.
Wamsley MA, Julian KA, Wipf JE. A literature review of “resident-as-teacher” curricula: do teaching courses make a difference? J Gen Intern Med. 2004;19(5 Pt 2):574–81. https://doi.org/10.1111/j.1525-1497.2004.30116.x.
Ende J. Feedback in clinical medical education. JAMA. 1983;250(6):777–81.
Pendleton D. The consultation: an approach to learning and teaching. Oxford general practice series, vol 6. Oxford Oxfordshire. New York: Oxford University Press; 1984.
Barth RJ Jr, Rowland-Morin PA, Mott LA, Burchard KW. Communication effectiveness training improves surgical resident teaching ability. J Am Coll Surg. 1997;185(6):516–9.
Archer JC. State of the science in health professional education: effective feedback. Med Educ. 2010;44(1):101–8. https://doi.org/10.1111/j.1365-2923.2009.03546.x.
Peccoralo L, Karani R, Coplit L, Korenstein D. Pocket card and dedicated feedback session to improve feedback to ward residents: a randomized trial. J Hosp Med. 2012;7(1):35–40. https://doi.org/10.1002/jhm.934.
Jackson JL, Kay C, Frank M. The validity and reliability of attending evaluations of medicine residents. SAGE Open Med. 2015;3:2050312115589648. https://doi.org/10.1177/2050312115589648.
Branch WT Jr, Paranjape A. Feedback and reflection: teaching methods for clinical settings. Acad Med. 2002;77(12 Pt 1):1185–8.
Van Rosendaal GM, Jennett PA. Comparing peer and faculty evaluations in an internal medicine residency. Acad Med. 1994;69(4):299–303.
Dupras DM, Edson RS. A survey of resident opinions on peer evaluation in a large internal medicine residency program. J Grad Med Educ. 2011;3(2):138–43. https://doi.org/10.4300/JGME-D-10-00099.1.
de la Cruz MS, Kopec MT, Wimsatt LA. Resident perceptions of giving and receiving peer-to-peer feedback. J Grad Med Educ. 2015;7(2):208–13. https://doi.org/10.4300/JGME-D-14-00388.1.
Al Achkar M, Hanauer M, Morrison EH, Davies MK, Oh RC. Changing trends in residents-as-teachers across graduate medical education. Adv Med Educ Pract. 2017;8:299–306. https://doi.org/10.2147/AMEP.S127007.
Acknowledgements
The authors would like to acknowledge the support and guidance of Beth Barron and Joseph Tenenbaum.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of Interest
The authors declare that they have no conflicts of interest.
Rights and permissions
About this article
Cite this article
Langer, A.L., Bernard, S. & Block, B.L. Two-Week Resident-As-Teacher Program May Improve Peer Feedback and Online Evaluation Completion. Med.Sci.Educ. 28, 633–637 (2018). https://doi.org/10.1007/s40670-018-0597-3
Published:
Issue Date:
DOI: https://doi.org/10.1007/s40670-018-0597-3