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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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Vallangeon BD, Hawley JS, Sloane R, Bean SM. An Assessment of Pathology Resident Access to and Use of Technology: A Nationwide Survey. Arch Pathol Lab Med 2017; 141:431-436. [DOI: 10.5858/arpa.2016-0228-oa] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Context.—
Current technologies including digital slide scanners and handheld devices can revolutionize clinical practice and pathology graduate medical education (GME). The extent to which these technologies are used in pathology GME is unknown.
Objectives.—
To determine the types of technologies used, usage amount, and how they are integrated into pathology residency/fellowship programs nationwide.
Design.—
A 40-question online survey for residents/fellows was developed and administered via the Research Electronic Data Capture System after institutional review board approval.
Results.—
Fifty-two program directors (37%) gave permission for participation. One-hundred seventy-one responses were received (18% response rate). Most respondents have access to personal technology (laptop = 78% [134 of 171]), smartphone = 81% [139 of 171], tablet = 49% [84 of 171]), and Web-based digital slide collections (82%, 141 of 171). Few residents are provided electronic devices by their programs (laptop = 22% [38 of 171], smartphone = 0.5% [1 of 171], and tablet = 12% [21 of 171]). Fifty-nine percent have access to digital slide scanners, 33% have access to a program-created database of digitized slides, and 52% use telepathology. Fifteen percent have access to asynchronous learning. Of those with access to video-recorded conferences, 89% review them. Program size was significantly positively correlated with resident access to program-provided laptops (P = .02) and tablets (P < .001), digital slide scanners (P = .01), and telepathology (P = .001). Of all devices, program-provided laptops are used most for professional work (60.5% use this device for more than 5 hours per day).
Conclusions.—
Most residents report access to multiple types of innovative technology, but incorporation of these tools within pathology training programs is highly variable. Opportunities for incorporating innovative technologies exist and could be further explored.
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Affiliation(s)
| | | | | | - Sarah M. Bean
- From the Department of Pathology (Dr Vallangeon) and Duke Office of Clinical Research (Messrs Hawley and Sloane), Duke University Hospital, Durham, North Carolina; and the Department of Pathology, Duke University Medical Center, Durham, North Carolina (Dr Bean). Dr Vallangeon is now with the Department of Pathology, East Carolina University, Greenville, North Carolina
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O'Hagan TS, Roy D, Anton B, Chisolm MS. Social Media Use in Psychiatric Graduate Medical Education: Where We Are and the Places We Could Go. ACADEMIC PSYCHIATRY : THE JOURNAL OF THE AMERICAN ASSOCIATION OF DIRECTORS OF PSYCHIATRIC RESIDENCY TRAINING AND THE ASSOCIATION FOR ACADEMIC PSYCHIATRY 2016; 40:131-135. [PMID: 26122349 DOI: 10.1007/s40596-015-0372-3] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/10/2014] [Accepted: 05/12/2015] [Indexed: 06/04/2023]
Abstract
This commentary discusses the use of social media in psychiatric graduate medical education (GME) based on a systematic search of the literature. The authors conclude that research on social media use in psychiatric GME is in its infancy. For the most part, the few articles that have been published on this topic caution against the use of social media in psychiatric training. However, reports from other specialties, in which social media use in medical education has been more extensively studied, suggest that there may be significant benefits to incorporating social media into medical education. Although additional challenges may exist in implementing these tools in psychiatric education, the authors suggest that this is an emerging field of scholarship that merits further investigation.
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Affiliation(s)
| | - Durga Roy
- Johns Hopkins University School of Medicine, Baltimore, MD, USA.
| | - Blair Anton
- Johns Hopkins University School of Medicine, Baltimore, MD, USA
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Affiliation(s)
| | - Robert Cooney
- Corresponding author: Robert Cooney, MD, MSMedEd, FAAEM, FACEP, Geisinger Medical Center, 100 North Academy Drive, Danville, PA 17822-2005,
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