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Improving residents' teaching skills: a program evaluation of residents as teachers course.

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Title: Improving residents' teaching skills: a program evaluation of residents as teachers course.
Authors: Ostapchuk M (AUTHOR), Patel PD (AUTHOR), Miller KH (AUTHOR), Ziegler CH (AUTHOR), Greenberg RB (AUTHOR), Haynes G (AUTHOR)
Source: Medical Teacher. Feb2010, Vol. 32 Issue 2, pe49-56. 1p.
Abstract: Background: The role of residents as teachers is recognized as an important part of medical education. However, residents may not possess the practical skills needed to teach medical students effectively. Aim: In response to a Liaison Committee on Medical Education citation concerning surgery residents' teaching skills, the University of Louisville School of Medicine instituted a campus-wide residents as teachers program based on the bringing education and service together curriculum. Methods: This evaluation plan is grounded on Kirkpatrick's four levels model. Levels 1 and 2 data included post-session learner questionnaires (2007 and 2008) and open-ended facilitator questionnaires (2008). Levels 3 and 4 data included third year medical students' responses to CourseEval\'02 questions on residents as teachers (2005-2006 and 2007-2008) and data from third year medical student focus groups (2008). Results: Levels 1 and 2 data analysis showed statistically significant improvements from session to session in Year I and significant improvements between Years I and II. Levels 3 and 4 data analysis showed third year students' perceptions of most residents as teachers remained high and improved significantly in the surgery clerkship. Conclusion: Short-term and long-term measures show this curriculum to be successful for an interdisciplinary group of residents. [ABSTRACT FROM AUTHOR]
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URL: 48127132
Database: Education Research Complete
Description
Abstract:Background: The role of residents as teachers is recognized as an important part of medical education. However, residents may not possess the practical skills needed to teach medical students effectively. Aim: In response to a Liaison Committee on Medical Education citation concerning surgery residents' teaching skills, the University of Louisville School of Medicine instituted a campus-wide residents as teachers program based on the bringing education and service together curriculum. Methods: This evaluation plan is grounded on Kirkpatrick's four levels model. Levels 1 and 2 data included post-session learner questionnaires (2007 and 2008) and open-ended facilitator questionnaires (2008). Levels 3 and 4 data included third year medical students' responses to CourseEval\'02 questions on residents as teachers (2005-2006 and 2007-2008) and data from third year medical student focus groups (2008). Results: Levels 1 and 2 data analysis showed statistically significant improvements from session to session in Year I and significant improvements between Years I and II. Levels 3 and 4 data analysis showed third year students' perceptions of most residents as teachers remained high and improved significantly in the surgery clerkship. Conclusion: Short-term and long-term measures show this curriculum to be successful for an interdisciplinary group of residents. [ABSTRACT FROM AUTHOR]
ISSN:0142159X
DOI:10.3109/01421590903199726