Neurology Residents as Comprehensive Educators (Neuro RACE)

Santini, Veronica; Wu, Connie; Hohler, Anna DePold

doi:10.1097/nrl.0000000000000191

Cited by 6 publications

(12 citation statements)

References 9 publications

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“…64% of the neurology residents in our study have not yet participated in a teaching course at their university. However, the positive effects of resident-as-teacher programs have been proven in several studies by now [ 4 ], even if there is a lack of teaching-programs in neurology. In addition to the residents’ benefit from their own teaching [ 18 ], structured teaching programs increase job satisfaction [ 21 ] and lead to improved patient care [ 22 ].…”

Section: Discussionmentioning

confidence: 99%

“…Students who had experienced a good neurological teaching will possibly choose this subject as their later profession. Teaching-courses may also influence the decision of residents for future career choices [ 4 ]. Therefore, excellent clinical teaching in neurology has a significant influence on the recruiting of future neurologists.…”

Section: Discussionmentioning

confidence: 99%

“…The great importance of this educational aspect has been recognized widely and teaching by residents—especially in the USA—has been incorporated into many educational programs and/or has been set as a standard [ 4 ]. The American Academy of Neurology (AAN) has firmly anchored the role of the resident as a teacher in its core curriculum guidelines [ 5 ].…”

Section: Introductionmentioning

confidence: 99%

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Residents as teachers in Neurology: a Germany-wide survey on the involvement of neurological residents in clinical teaching

Biesalski

Tönges

Kirchbauer

et al. 2022

Neurol. Res. Pract.

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Background Residents play an important role in the clinical training of medical students, spending up to 25% of their daily work teaching. In the US medical curriculum didactic courses for residents already exist and their role as a teacher is firmly anchored. In Germany, there are no fixed regulations or residents-as-teachers-programs. The aim of this study was to evaluate the activities of neurological residents in clinical teaching. Methods We conducted a prospective cross-sectional online survey among neurological residents in Germany. The evaluation was carried out descriptively and by means of text analysis. Results 138 residents from 39 German neurological university hospitals answered the survey. Nearly half of them needed the teaching activity as part of their career planning. The residents are mostly involved in practical courses. More than 80% stated, that they enjoy teaching. 64% stated that there were no preparatory courses for teaching at their hospital/university. 78.4% of the respondents received no or merely insufficient feedback for their own teaching and 62.5% had only little or even no knowledge about the university curriculum. Conclusions By teaching medical students, residents play an outstanding role in recruiting students for neurology and, simultaneously, teaching leads an improvement in the residents’ own learning. To encourage young neurologists as teachers and—at the same time as learners—Clinic directors and universities should promote residents-as-teachers programs in neurology and reward the residents’ teaching activities.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Residents as teachers in Neurology: a Germany-wide survey on the involvement of neurological residents in clinical teaching

Biesalski

Tönges

Kirchbauer

et al. 2022

Neurol. Res. Pract.

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“…As a result, “residents-as-teachers” (RaT) programs have gradually emerged since 1970 and increasing reports have depicted the design, experience, and effectiveness of RaT programs in various contexts. 6,8,12–32 In an evaluation report in 2017, over 80% of program directors (PDs) were found to implement RaT, an increase of 26.34% compared to 2000–2001. 33 These RaT programs were highly variable, from coaching one specific teaching skill in a specialty to a series of courses covering common teaching skills.…”

Section: Introductionmentioning

confidence: 99%

Lessons learned from a novel 3-year longitudinal stepwise “Residents-as-Teachers” program

Liang

Cheng

Huang

et al. 2023

Journal of the Chinese Medical Association

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Background: Most residents-as-teachers (RaT) programs are delivered over days to weeks without comprehensive evaluation, and stepwise approaches have rarely been applied to RaT activities. This study aimed to depict the implementation experience and evaluate the effectiveness of a novel longitudinal 3-year, stepwise RaT program. Methods: The longitudinal RaT program included three once yearly face-to-face courses according to the different teaching roles of the residents. To evaluate the effectiveness of the new longitudinal program, we designed a randomized controlled study for firstyear residents of all specialties in one medical center. The effectiveness was evaluated by the objective structured teaching exercise (OSTE), feedback from participants and medical students, and evaluation of clinical practice performance by program directors. Results: A total of 35 (37.6%) of 93 residents participated in this study, and 13 (37.1%) of all enrolled residents completed all 3-year courses, including seven for the longitudinal program and six for the traditional. The serial OSTE revealed significantly higher scores in the longitudinal group in the second and third years (13.43 vs 9.50, p = 0.001 and 14.29 vs 10.33, p = 0.015). Satisfaction was higher when advanced topics were taught in the second and third years compared with those taught in the first year (4.43 vs 3.89, p = 0.02). The feedback from medical students was similar between the two groups, and the evaluation from program directors revealed insignificantly better clinical performance among the longitudinal course participants. Conclusion: It is challenging to conduct a multi-year longitudinal RaT program on young residents. Nevertheless, this longitudinal program was potentially associated with better learning retention and higher satisfaction and worthy to be promoted.

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“…Beyond requirements, a robust resident as teacher (RaT) curriculum can provide numerous benefits to resident teachers, their learners, and residency programs. Prior literature has demonstrated gains in learner‐centered didactic skills, enhanced self‐reflection and self‐efficacy in teaching, and improved educational outcomes for both resident teachers and their learners 7–19 . Additionally, the quality of patient care has been shown to increase due to improved clinical skills and competency as perceived by medical students, fellow residents, and faculty 20–22 .…”

Section: Introductionmentioning

confidence: 99%

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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Neurology Residents as Comprehensive Educators (Neuro RACE)

Cited by 6 publications

References 9 publications

Residents as teachers in Neurology: a Germany-wide survey on the involvement of neurological residents in clinical teaching

Residents as teachers in Neurology: a Germany-wide survey on the involvement of neurological residents in clinical teaching

Lessons learned from a novel 3-year longitudinal stepwise “Residents-as-Teachers” program

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

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