Residents as Teachers

1
Residents as Teachers

• Barbara L. Joyce, Ph.D.
• Hillary Andrei, B.A.

2
Literature Review

• Generalist residents randomly assigned to a 13
  hour longitudinal residents-as-teachers
  curriculum show improved OSTE score (Morrison,
  Rucker, Boker, et.al.)
• Surgery residents randomly assigned to a two-day
  course for teaching skills showed improved OSTE
  scores 6-7 months later showed minority of
  teaching skills improved (Dunnington and DaRosa,
  1998)

3
Methods

• Needs Assessment
• To determine what the perceived needs of the
  stakeholders groups were
• Conducted with Residency Program Directors,
  Clerkship Directors, Medical Students
• Neurology LOR

4
Methods

• Data gathering
• Focus groups and individual structured
  interviews with medical students, Clerkship
  Directors, Program Directors
• Data analysis
• Qualitative analysis to look for overarching and
  prevalent themes

5
Results

• List key behaviors of residents who are good
  teachers

• Sets up a logical mental outline
• Makes explicit what is implicit
• Presents information visually or spatially
• Helps students work through the problem
• Facilitates, directs, collaborates doesnt talk
  at me
• Asks you what your interests are makes a point
  to involve you in related cases
• Relates to students
• Open to questions
• Allow students to practice presentations before
  presenting to attending
• Demonstrate work/life balance
• Foreign trained may have difficulty
  understanding where medical students are coming
  from expectations

6

• Where are residents now?

• Bedside teaching is strong
• Make a good use of teaching in informal
  situations
• Unable to use time effectively
• Low self efficacy
• Need specific skills

7

• What setting is there need for improvement?

• Bedside
• Small groups
• Precepting
• Procedures

8

• What specific skills would you like to see
  residents gain?

• Learn how to teach bad news
• Learn how to give feedback and evaluation
• Teach while doing routine
• Set clear expectations
• Giving examples/non-examples
• Giving concrete and timely feedback
• Speaking slowly

9
Summary

• Needs assessment demonstrates three broad themes
  or skill sets that residents need
• Development of cognitive models of teaching
• Development of interpersonal skills
• Development of teaching methods

10
Directions Forward

• Based on the needs assessment, identification of
  two residencies to do a pilot program (Neurology,
  OB/GYN)
• Development of curriculum modules that offer
  residents ability to define cognitive models of
  teaching, develop interpersonal skills and give
  them a tool box of teaching methods

11

• Development of multi-tiered evaluation tools
• Evaluation tools will target specific behaviors
  taught during curriculum modules
• Development of a community of teachers in
  targeted residencies to support and sustain
  knowledge about teaching

12
References

• Dunnington, GL., DaRosa D.A. A Prospective
  randomized trial of a residents-as-teachers
  training program. Acad. Medicine. 1998
  73696-700
• Morrison E., Rucker, L., Boker, J., Hollingshead,
  J., Hitchcock, M., Prislin, M., Hubbell, A. A
  Pilot Randomized, Controlled Trial of
  Longitudinal Residents-as-teachers Curriculum.
  Acad. Medicine, 2003 787 722-729