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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]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
URL: 48127132
Database: Education Research Complete
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  Data: Improving residents' teaching skills: a program evaluation of residents as teachers course.
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  Data: <searchLink fieldCode="AR" term="%22Ostapchuk+M%22">Ostapchuk M</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Patel+PD%22">Patel PD</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Miller+KH%22">Miller KH</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ziegler+CH%22">Ziegler CH</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Greenberg+RB%22">Greenberg RB</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Haynes+G%22">Haynes G</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Feb2010, Vol. 32 Issue 2, pe49-56. 1p.
– Name: Abstract
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  Data: 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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  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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