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Ratan BM, Love SJ, Rueda AE, Bridges GC, Mayer WA, Harbott MJ, Turner TL. Resident-as-Teacher: Can It Be Done With an E-Learning Module? J Grad Med Educ 2024; 16:333-338. [PMID: 38882406 PMCID: PMC11173029 DOI: 10.4300/jgme-d-23-00718.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/05/2023] [Revised: 12/27/2023] [Accepted: 04/05/2024] [Indexed: 06/18/2024] Open
Abstract
Background Resident-as-teacher initiatives are traditionally specialty-specific and performed in-person, limiting ability to disseminate essential teaching skills to all residents. Objective The aim of this study was to develop, implement, and evaluate a resident-as-teacher interactive e-learning module on growth mindset and coaching. Methods The module was designed and implemented between August 2022 and March 2023. It was distributed to postgraduate year (PGY) 1 residents in all specialties at a large academic institution. Completion rates, Likert ratings, and answers to 2 open-ended questions were used for assessment. Descriptive statistics and 1-way analysis of variance with Sîdák correction for multiple comparisons were performed on Likert ratings. Responses to open-ended questions were evaluated using content analysis. Results The module was completed by all 277 PGY-1 residents (100%), with the evaluation completed by 276 of 277 (99.6%) residents. Mean rating of the module's relevance to the role of resident teacher was 4.06±0.90 (5-point Likert scale), with general surgery residents rating the module less favorably compared to all specialties (3.28±1.06; P<.01; 95% CI 0.26-1.30). Open-ended comments revealed that residents most liked the delivery of relevant teaching strategies and the interactive design of the module. The most common area for suggested improvement was the addition of content such as teaching in challenging situations. Time needed for design, implementation, and evaluation was 80 hours total. Conclusions An e-learning module offers an interactive platform for teaching skills and was found to be an acceptable method of instruction for residents.
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Affiliation(s)
- Bani M Ratan
- is Associate Professor and Associate Program Director, Office of Graduate Medical Education, Department of Education, Innovation, and Technology, Department of Obstetrics and Gynecology, Baylor College of Medicine, Houston, Texas, USA
| | - Sherita J Love
- is Assistant Professor, Department of Education, Innovation, and Technology, and Executive Director, Center for Teaching and eLearning, Baylor College of Medicine, Houston, Texas, USA
| | - Anna E Rueda
- is Assistant Professor, Department of Pediatrics, Baylor College of Medicine, Houston, Texas, USA
| | - Glenn C Bridges
- is Senior Instructional Designer, Department of Education, Innovation, and Technology, Center for Teaching and eLearning, Baylor College of Medicine, Houston, Texas, USA
| | - Wesley A Mayer
- is Associate Professor, Assistant Dean, and Vice Chair of Education, Office of Graduate Medical Education, Department of Urology, Baylor College of Medicine, Houston, Texas, USA
| | - Mark J Harbott
- is Associate Professor, Senior Associate Dean, and Designated Institutional Official, Office of Graduate Medical Education, Department of Anesthesiology, Baylor College of Medicine, Houston, Texas, USA; and
| | - Teri L Turner
- is Professor, Assistant Dean, and Vice Chair of Education, Office of Graduate Medical Education, Department of Pediatrics, Baylor College of Medicine, Houston, Texas, USA
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Kochhar K, Cico SJ, Whitaker NP, Pettit KE, Brokaw JJ, Nabhan ZM. An Online Resident-as-Teacher Curriculum Improves First-Year Residents' Self-Confidence Teaching in the Clinical Learning Environment. MEDICAL SCIENCE EDUCATOR 2023; 33:847-851. [PMID: 37546196 PMCID: PMC10403463 DOI: 10.1007/s40670-023-01832-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 06/26/2023] [Indexed: 08/08/2023]
Abstract
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.
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Affiliation(s)
- Komal Kochhar
- Department of Family Medicine, Indiana University School of Medicine, Indianapolis, IN 46202 USA
| | - Stephen J. Cico
- Department of Emergency Medicine, UCF-HCA Florida Healthcare GME Consortium, Orlando, FL 32827 USA
| | - Nash P. Whitaker
- Department of Emergency Medicine, UnityPoint Health, Des Moines, IA 50309 USA
| | - Katie E. Pettit
- Department of Emergency Medicine, Indiana University School of Medicine, Indianapolis, IN 46202 USA
| | - James J. Brokaw
- Department of Anatomy, Cell Biology & Physiology, Indiana University School of Medicine, Indianapolis, IN 46202 USA
| | - Zeina M. Nabhan
- Department of Pediatrics, Indiana University School of Medicine, Indianapolis, IN 46202 USA
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McLaughlin D, Mulholland M, McKenna D, Mallett P, Lewis J. 'I'm too busy to teach'. Tips for teaching when time is tight. Arch Dis Child Educ Pract Ed 2023; 108:58-61. [PMID: 34907010 DOI: 10.1136/archdischild-2021-321983] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/01/2021] [Accepted: 11/11/2021] [Indexed: 02/05/2023]
Abstract
Prioritising teaching when clinical practice is hectic can be difficult. Often teaching is seen to be confined to formal structured events. This article aims to highlight the abundance of learning opportunities that arise outside of such formal teaching events in daily clinical practice. It first discusses the qualities and skills of a time-efficient, yet effective, teacher. Practical suggestions are then provided in order to maximise learning from important opportunities that occur daily from handovers, ward rounds, clinics to tea-trolley teaching aiming to give encouragement to all that valuable teaching is possible even when time is limited.
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Affiliation(s)
| | | | | | - Peter Mallett
- Paediatrics, Royal Belfast Hospital for Sick Children, Belfast, UK
| | - Julie Lewis
- General Paediatrics, Daisy Hill Hospital, Newry, UK
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