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Published on: August 29, 2025
The Development of an Instrument for Faculty to Assess Resident-Led Large Group Teaching
Ariel S Frey-Vogel1, Kristina Dzara1, Kimberly A Gifford2
1Department of Pediatrics, MassGeneral Hospital for Children (AS Frey-Vogel and K Dzara), Boston, Mass; Harvard Medical School (AS Frey-Vogel and K Dzara), Boston, Mass.
Objective:
The Accreditation Council on Graduate Medical Education requires residents to teach and many residency programs assess resident teaching competency. While much formal resident-led teaching is for large groups, no corresponding published assessment instrument with validity evidence exists. We developed an instrument for faculty to assess pediatric resident-led large group teaching and gathered preliminary validity evidence.
Methods:
Literature review and our experience leading resident-as-teacher curricula informed initial instrument content. Resident focus groups from 3 northeastern pediatric residency programs provided stakeholder input. A modified Delphi panel of international experts provided iterative feedback. Three investigators piloted the instrument in 2018; each assessed 8 video recordings of resident-led teaching. We calculated Cronbach's alpha for internal consistency and intraclass correlation (ICC) for inter-rater reliability.
Results:
The instrument has 6 elements: learning climate, goals/objectives, content, promotion of understanding/retention, session management, and closure. Each element contains behavioral subelements. Cronbach's alpha was .844. ICC was excellent for 6 subelements, good for 1, fair for 1, and poor for 3.
Conclusions:
We developed an instrument for faculty assessment of resident-led large group teaching. Pilot data showed assessed behaviors had good internal consistency, but inconsistent interrater reliability. With further development, this instrument has potential to assess resident teaching competency.
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