An Online Resident-as-Teacher Curriculum Improves First-Year Residents' Self-Confidence Teaching in the Clinical Learning Environment.

Autor: Kochhar K; Department of Family Medicine, Indiana University School of Medicine, Indianapolis, IN 46202 USA., Cico SJ; Department of Emergency Medicine, UCF-HCA Florida Healthcare GME Consortium, Orlando, FL 32827 USA., Whitaker NP; Department of Emergency Medicine, UnityPoint Health, Des Moines, IA 50309 USA., Pettit KE; Department of Emergency Medicine, Indiana University School of Medicine, Indianapolis, IN 46202 USA., Brokaw JJ; Department of Anatomy, Cell Biology & Physiology, Indiana University School of Medicine, Indianapolis, IN 46202 USA., Nabhan ZM; Department of Pediatrics, Indiana University School of Medicine, Indianapolis, IN 46202 USA.
Jazyk: angličtina
Zdroj: Medical science educator [Med Sci Educ] 2023 Jul 05; Vol. 33 (4), pp. 847-851. Date of Electronic Publication: 2023 Jul 05 (Print Publication: 2023).
DOI: 10.1007/s40670-023-01832-w
Abstrakt: We implemented an online Resident-as-Teacher curriculum for all incoming residents (PGY1s) to provide them with a basic foundation for effective teaching in the clinical learning environment. The curriculum consisted of 5 asynchronous modules delivered via the web from 2017-2021. Prior to starting the course, the PGY1s completed a self-assessment of their teaching ability (pre-test) and then again 7-8 months after completing the course (post-test). Analysis of the paired data from 421 PGY1s showed a statistically significant improvement in the self-ratings of their teaching from pre-test to post-test (p < 0.001). Our findings suggest that an online Resident-as-Teacher curriculum can produce lasting benefits in new residents' self-confidence as educators.
Competing Interests: Conflict of InterestsThe authors declare they have no conflict of interest.
(© The Author(s) under exclusive licence to International Association of Medical Science Educators 2023.)
Databáze: MEDLINE
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