Pediatric Resident-as-Teacher Curricula: A National Survey of Existing Programs and Future Needs

Self Cite

Background Teaching residents how to teach is a critical part of resident education because residents are often the major teachers of medical students. The importance of formal residents-as-teachers (RAT) curricula has been emphasized throughout the literature, yet not all residency programs have such a curriculum in place. Objective The purpose of our study was to (1) review the medical education literature for established RAT curricula, (2) assess published curricula's reproducibility, (3) evaluate the type of outcomes achieved using the Kirkpatrick model of evaluation, and (4) identify curricula that training programs could feasibly adopt. Methods We performed a literature review using PubMed, Medline, Scopus, PsycINFO, ERIC, and Embase. Key search words included residents, residents as teachers, teaching, internship and residency, and curriculum. In addition, a search of MedEdPORTAL was performed using the same key terms. Articles were evaluated based on the reproducibility of curricula and the assessment tools. Evaluation of educational outcomes was performed using the Kirkpatrick model. Results Thirty-nine articles were deemed appropriate for review. Interventions and evaluation techniques varied greatly. Only 1 article from the literature was deemed to have both curricula and assessments that would be fully reproducible by other programs. Conclusions A literature review on RAT curricula found few articles that would be easily reproduced for residency programs that want to start or improve their own RAT curricula. It also demonstrated the difficulty and lack of rigorous outcome measurements for most curricula.

Section: Introductionmentioning

confidence: 98%

Residents-as-Teachers Publications: What Can Programs Learn From the Literature When Starting a New or Refining an Established Curriculum?

Bree¹,

Whicker²,

Fromme³

et al. 2014

Self Cite

“…Most existing resident-asteacher programs use lecture and workshops as the primary means of teaching residents to teach, which deprives the resident of the opportunity to practice and apply pedagogic skills. 23 Incorporating HPS into fellow teaching programs allows participants to have a more meaningful teaching experience by giving them the chance to apply and reinforce newly acquired skills and knowledge. Our study had similarities with that of Morrison and colleagues, 18 T which incorporated similar active learning techniques with multiple role-modeling sessions and assessed learners with an observed structured teaching encounter.…”

Section: Discussionmentioning

confidence: 99%

A Novel Iterative-Learner Simulation Model: Fellows as Teachers

Tofil¹,

Peterson²,

Harrington³

et al. 2014

Background Simulation is an effective method for teaching clinical skills but has not been widely adopted to educate trainees about how to teach. Objective We evaluated a curriculum for pediatrics fellows by using high-fidelity simulation (mannequin with vital signs) to improve pedagogical skills. Intervention The intervention included a lecture on adult learning and active-learning techniques, development of a case from the fellows' subspecialties, and teaching the case to residents and medical students. Teaching was observed by an educator using a standardized checklist. Learners evaluated fellows' teaching by using a structured evaluation tool; learner evaluations and the observer checklist formed the basis for written feedback. Changes in fellows' pedagogic knowledge, attitudes, and self-reported skills were analyzed by using Friedman and Wilcoxon rank-sum test at baseline, immediate postintervention, and 6-month follow-up. Results Forty fellows participated. Fellows' self-ratings significantly improved from baseline to 6-month follow-up for development of learning objectives, effectively reinforcing performance, using teaching techniques to promote critical thinking, providing constructive feedback, and using case studies to teach general rules. Fellows significantly increased agreement with the statement “providing background and context is important” (4.12 to 4.44, P = .02). Conclusions Simulation was an effective means of educating fellows about teaching, with fellows' attitudes and self-rated confidence improving after participation but returning to baseline at the 6-month assessment. The simulation identified common weaknesses of fellows as teachers, including failure to provide objectives to learners, failure to provide a summary of key learning points, and lack of inclusion of all learners.

“…Several academic medical centers have attempted to address gaps in the graduate medical education (GME) curriculum and individual needs with institution-wide offerings. [1][2][3][4][5][6][7][8] However, many of these include only 1 content area.…”

Section: Introductionmentioning

confidence: 99%

GME Concentrations: A Collaborative Interdisciplinary Approach to Learner-Driven Education

Nagler

Chudgar

Rudd

et al. 2015

Self Cite