Evaluating a novel resident role-modelling programme.

Area of Science:

• Medical Education
• Professional Development
• Healthcare Simulation

Background:

• Role modelling is crucial for resident learning but often overlooked in resident-as-teacher curricula.
• Existing curricula lack explicit training on effective role modelling techniques for residents.

Purpose of the Study:

• To design, implement, and evaluate an innovative program aimed at enhancing residents' role-modelling skills.
• To address the gap in formal training regarding resident role modelling.

Main Methods:

• A role-modelling program was integrated into the 2015-2016 McGill University resident-as-teacher curriculum.
• The program utilized flipped-classroom and simulation methods based on experiential and social learning theories.
• Outcomes were assessed via pre-, immediate post-, and delayed post-programme questionnaires, including self-reported behaviour changes.

Main Results:

• 87% of residents completed evaluations, with 66% completing all questionnaires.
• Participants rated the program highly (mean score 4.57/5) and showed significant improvements in perceived importance and knowledge of role modelling.
• Residents reported increased use of deliberate role-modelling strategies one month post-programme.

Conclusions:

• Incorporating resident role modelling into curricula positively impacts residents' perceptions and abilities.
• This program effectively addresses a critical gap in resident training, offering a model for future development.
• The findings highlight the potential for structured training to enhance resident role modelling effectiveness.