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
收藏
页码：847 / 851
页数：5
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