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Factors that Contribute to Resident Teaching Effectiveness.
Matt Rutz1, Joseph Turner1, Katie Pettit1
1Emergency Medicine, Indiana University School of Medicine, Indianapolis, USA.
Cureus
|June 12, 2019
Summary
Resident physicians who excel in systems-based practice and accountability are perceived as more effective teachers. Standardized exams do not predict teaching effectiveness, suggesting a focus on practical skills is key for training educators.
Area of Science:
- Medical Education
- Physician Training
- Graduate Medical Education
Background:
- Physician residents are integral educators for various healthcare professionals.
- Developing effective teaching skills is a core competency in residency training.
Purpose of the Study:
- To identify objective resident characteristics correlating with superior teaching evaluations.
- To determine factors associated with higher perceived teaching effectiveness among residents.
Main Methods:
- A one-year retrospective analysis of 46 emergency medicine residents and 843 medical student evaluations.
- Examined 18 factors against Likert scale ratings and overall teaching scores (1-75).
- Focused on ACGME milestones, USMLE, and in-service exam performance.
Main Results:
- ACGME milestones in systems-based practice and accountability significantly correlated with higher teaching effectiveness ratings.
- Systems-based practice, task switching, and team management milestones were associated with higher overall teaching scores.
- USMLE and in-service exams did not predict teaching evaluation outcomes.
Conclusions:
- Strong performance in systems-based practice and accountability are key indicators of effective resident teaching.
- Effective teaching occurs in both academic and community settings.
- Residency programs should emphasize practical skills and competencies linked to effective teaching over standardized test scores.
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