An Online Resident-as-Teacher Curriculum Improves First-Year Residents' Self-Confidence Teaching in the Clinical Learning Environment

被引：0

作者：

Kochhar, Komal ^{[1
]}

Cico, Stephen J. ^{[2
]}

Whitaker, Nash P. ^{[3
]}

Pettit, Katie E. ^{[4
]}

Brokaw, James J. ^{[5
]}

Nabhan, Zeina M. ^{[6
]}

机构：

[1] Indiana Univ Sch Med, Dept Family Med, Indianapolis, IN 46202 USA

[2] UCF HCA Florida Healthcare GME Consortium, Dept Emergency Med, Orlando, FL 32827 USA

[3] UnityPoint Hlth, Dept Emergency Med, Des Moines, IA 50309 USA

[4] Indiana Univ Sch Med, Dept Emergency Med, Indianapolis, IN 46202 USA

[5] Indiana Univ Sch Med, Dept Anat Cell Biol & Physiol, Indianapolis, IN 46202 USA

[6] Indiana Univ Sch Med, Dept Pediat, Indianapolis, IN 46202 USA

来源：

MEDICAL SCIENCE EDUCATOR | 2023年 / 33卷 / 04期

关键词：

Resident-as-Teacher; Asynchronous instruction; Program evaluation; Clinical teaching;

D O I：

10.1007/s40670-023-01832-w

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

We implemented an online Resident-as-Teacher curriculum for all incoming residents (PGY1s) to provide them with a basic foundation for effective teaching in the clinical learning environment. The curriculum consisted of 5 asynchronous modules delivered via the web from 2017-2021. Prior to starting the course, the PGY1s completed a self-assessment of their teaching ability (pre-test) and then again 7-8 months after completing the course (post-test). Analysis of the paired data from 421 PGY1s showed a statistically significant improvement in the self-ratings of their teaching from pre-test to post-test (p < 0.001). Our findings suggest that an online Resident-as-Teacher curriculum can produce lasting benefits in new residents' self-confidence as educators.

引用

页码：847 / 851

页数：5

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