A novel iterative-learner simulation model: fellows as teachers.

Area of Science:

• Medical Education
• Simulation-Based Learning
• Pediatric Residency Training

Background:

• Simulation is a proven method for clinical skills training.
• Its application in teaching pedagogical skills to trainees remains limited.
• Pediatric fellows require enhanced teaching competencies.

Purpose of the Study:

• To evaluate a curriculum designed to improve pediatric fellows' pedagogical skills using high-fidelity simulation.
• To assess changes in fellows' knowledge, attitudes, and self-reported teaching abilities.

Main Methods:

• A curriculum incorporating lectures on adult learning and active-learning techniques.
• Fellows developed and taught cases to residents and medical students.
• Teaching sessions were observed and evaluated using standardized tools.
• Pre- and post-intervention assessments analyzed changes in pedagogic knowledge, attitudes, and skills.

Main Results:

• Forty fellows participated, showing significant self-reported improvements in teaching skills.
• Improvements noted in developing learning objectives, reinforcing performance, critical thinking promotion, feedback delivery, and case-based teaching.
• Increased agreement on the importance of providing background and context.

Conclusions:

• High-fidelity simulation is effective for educating fellows on teaching methodologies.
• Attitudes and self-rated confidence improved post-intervention but reverted to baseline at six months.
• Identified common teaching weaknesses include lack of objectives, summaries, and inclusive learning environments.