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TEACH and repeat: Deliberate practice for teaching.

Carolyn H Marcus1,2, Lori R Newman2,3, Ariel S Winn1,2

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This study introduces a novel resident-as-teacher rotation using deliberate practice. The program significantly improved residents' confidence and skills in teaching, supervision, and feedback, with lasting effects.

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Area of Science:

  • Medical Education
  • Pediatric Residency Training

Background:

  • Deliberate practice is key to skill mastery.
  • A novel resident-as-teacher rotation was developed using a deliberate practice framework.

Purpose of the Study:

  • To evaluate a resident-as-teacher rotation incorporating deliberate practice.
  • To assess the impact on residents' teaching, supervision, and feedback skills.

Main Methods:

  • A resident-as-teacher rotation was implemented for 35 Postgraduate Year-2 (PGY2) pediatric residents.
  • Teaching experiences were observed and repeated with faculty coaching.
  • Pre-, post-, and follow-up surveys assessed resident confidence and skills.

Main Results:

  • Resident comfort and confidence in teaching, supervision, and feedback significantly increased post-rotation and were sustained.
  • Residents rated their teaching skills and training higher after the rotation, surpassing more experienced residents.

Conclusions:

  • The novel resident-as-teacher rotation effectively utilized deliberate practice in real-world settings.
  • The program led to sustained improvements in residents' confidence and perceptions of their training.