A simulation‐based resident‐as‐teacher program: The impact on teachers and learners

Miloslavsky, Eli M.; Sargsyan, Zaven; Heath, Janae K.; Kohn, Rachel; Alba, George A.; Gordon, James A.; Currier, Paul F.

doi:10.1002/jhm.2423

Cited by 18 publications

(26 citation statements)

References 18 publications

(32 reference statements)

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“…Our DASH survey results indicate that the learning experience is similar between groups, with both creating and maintaining an engaging learning environment. In our study, residents and faculty members achieved the broader goals of the advocacy inquiry model, which include the identification of knowledge gaps among learners and engagement in discussion about those topics in a non‐judgemental manner . The ability of residents to teach in accordance with the advocacy inquiry model is important, as this model has been associated with high ratings of simulation by trainees …”

Section: Discussionmentioning

confidence: 99%

“…On the day of each simulation session, instructors viewed a 15‐minute recorded presentation on practices in debriefing and had the opportunity to ask questions to an experienced instructor . Learners were emailed the Debriefing Assessment for Simulation in Healthcare (DASH) handbook prior to their simulation and received an orientation to the survey on the day of their simulation .…”

Section: Methodsmentioning

confidence: 99%

“…All faculty members and senior resident simulation instructors received an e-mail prior to the simulation that contained previously published simulation case scenarios, their case assignments, checklists, case notes and a document describing best practices for simulation debriefi ng. 4,5 These cases, chosen to refl ect the commonly encountered patient care scenarios in the intensive care unit, included acute coronary syndrome progressing to ventricular fi brillation (case 1), supraventricular tachycardia (case 2), ventricular tachycardia with a pulse (case 3) and bradycardia (case 4). 4 For half of the simulation sessions, faculty members debriefed cases 1 and 3, and residents debriefed cases 2 and 4, whereas for the other half of the sessions residents debriefed cases 1 and 3, and faculty members debriefed cases 2 and 4.…”

Section: Simulationmentioning

confidence: 99%

“…On the day of each simulation session, instructors viewed a 15-minute recorded presentation on practices in debriefi ng and had the opportunity to ask questions to an experienced instructor. 5,6 Learners were emailed the Debriefi ng Assessment for Simulation in Healthcare (DASH) handbook prior to their simulation and received an orientation to the survey on the day of their simulation. 7 We used a multimethodological approach to compare faculty member and resident instructors on their ability to create a learning environment, effectiveness in encouraging knowledge retention and factual accuracy.…”

Section: Simulationmentioning

confidence: 99%

“…In our study, residents and faculty members achieved the broader goals of the advocacy inquiry model, which include the identifi cation of knowledge gaps among learners and engagement in discussion about those topics in a nonjudgemental manner. 5 The ability of residents to teach in accordance with the advocacy inquiry model is important, as this model has been associated with high ratings of simulation by trainees. 5 Our pre-test and post-test results demonstrate that learning outcomes are similar for faculty members and resident instructors.…”

Section: There Was No Signifi Cant Difference Between Resident and Famentioning

confidence: 99%

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Resident versus faculty member simulation debriefing

Adams

Newton

Patel

et al. 2017

The Clinical Teacher

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SUMMARY Background Near- peer teaching is effective in graduate medical education, but it has not been compared with faculty member teaching in resident simulation. In this study, we sought to compare debriefing sessions of internal medicine (IM) intern simulation sessions led by academic faculty doctors with those led by senior IM residents in order to measure the effectiveness of near-peer teaching in this setting. Method Internal medicine interns participated in four simulation cases, two of which were debriefed by faculty members and two of which were debriefed by residents. Pre- simulation knowledge assessment was completed prior to the case. Following each debriefing, interns completed a Debriefing Assessment for Simulation in Healthcare (DASH) survey. Post- simulation knowledge assessments were completed 6 months after simulation. Debriefings were recorded and transcribed. Each statement made during debriefing was classified as either correct or erroneous by blinded reviewers. Results Fifty interns participated in simulation, and the response rate on the DASH survey was 88%. There was no difference between DASH scores (p = 0.13), post- simulation knowledge assessments or error rates during debriefing (p = 0.31) for faculty member and resident instructors. Conclusion Our study suggests that residents and faculty members provide a similar quality of simulation instruction based on qualitative and quantitative evaluation.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Simulationmentioning

confidence: 99%

Section: Simulationmentioning

confidence: 99%

Section: There Was No Signifi Cant Difference Between Resident and Famentioning

confidence: 99%

See 3 more Smart Citations

Resident versus faculty member simulation debriefing

Adams

Newton

Patel

et al. 2017

The Clinical Teacher

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RaT race: A standardized open‐access education resource provides a structured resident‐as‐teacher experience

Jordan,

Amen,

et al. 2023

AEM Education and Training

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ObjectivesThere is no unified approach for training residents to be teachers. Foundations of Emergency Medicine (FoEM) is a national program that provides free resident education in emergency medicine (EM) utilizing small‐group, case‐based instruction delivered by individual program faculty and residents. This study seeks to explore the FoEM resident‐as‐teacher (RaT) experience.MethodsWe conducted a mixed‐methods study of FoEM faculty site leaders and resident teachers in 2022. Site leaders completed an online survey consisting of multiple‐choice, completion, and free‐response items. We calculated descriptive statistics and applied a thematic qualitative analysis to free‐response items. We conducted semistructured interviews with resident teachers. Interview transcripts were analyzed using a thematic approach with a constructivist–interpretivist paradigm.ResultsA total of 133 of 180 (74%) site leaders completed the survey and 11 resident teachers were interviewed. Forty‐nine (37%) programs utilize resident instructors. The frequency of residents teaching and degree of faculty supervision varied. Commonly identified advantages include reinforcement of core content for resident teachers (44/49), structured format (35/49), and reduced need for faculty instructors (30/49). The most commonly identified challenges include variable instruction by residents (33/49) and challenge to providing feedback on teaching (20/49). Resident teachers identified benefits including strengthening residency community, improved EM knowledge, and greater teaching skills. For nearly all resident participants, FoEM RaT impacted their career goals by affirming their interest in teaching.ConclusionsThe FoEM curricular model appears to be a valuable and feasible method to incorporate a RaT experience into EM residency training programs.

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Piloting a first‐year resident‐as‐teacher workshop to foster evidence‐based teaching

Wolcott

Kornegay

Brame

2020

Journal of Dental Education

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PurposeResidents function as important educators of dental students; however, they often have limited training in educational best‐practices. Resident‐as‐teacher programs have been designed and implemented in other health professions to prepare residents to teach in clinic and classroom settings. In this research, we describe the design, implementation, and evaluation of a 2‐day workshop for first‐year advanced dental residents.MethodsThe program engaged residents in techniques to: (1) foster psychological safety, (2) use the cognitive apprenticeship framework, (3) deliver quality feedback, and (4) conduct effective didactic instruction. Nineteen first‐year residents attended 2 four‐hour workshops in July 2019. The impact of the program was evaluated using Kirkpatrick's model, which included participant reactions, learning, and self‐reported behaviors.ResultsMost residents (at least 83.3%) reported the value and quality of the workshop was high or very high. With regard to knowledge, residents had statistically significant higher scores after the workshop on knowledge questions about cognitive apprenticeship (P < 0.01), feedback strategies (P < 0.05), and classroom instruction techniques (P < 0.05). Resident reported self‐efficacy had a statistically significantly increase (P < 0.05) after the workshop in psychological safety, cognitive apprenticeship, and most items related to providing feedback; there were few changes in self‐efficacy on classroom instruction strategies.ConclusionOverall, a workshop to prepare residents as teachers can improve knowledge and self‐efficacy in evidence‐based educational practices.

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A simulation‐based resident‐as‐teacher program: The impact on teachers and learners

Abstract: BACKGROUND:Residency training is charged with improving resident teaching skills. Utilizing simulation in teacher training has unique advantages such as providing a controlled learning environment and opportunities for deliberate practice.

Cited by 18 publications

References 18 publications

Resident versus faculty member simulation debriefing

Resident versus faculty member simulation debriefing

RaT race: A standardized open‐access education resource provides a structured resident‐as‐teacher experience

Piloting a first‐year resident‐as‐teacher workshop to foster evidence‐based teaching

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