Related Experiment Videos
Study of teaching residents how to teach
J C Edwards1, G E Kissling, J R Brannan
1Office of Educational Development and Evaluation, Louisiana State University School of Medicine, New Orleans.
Journal of Medical Education
|August 1, 1988
Summary
A teaching skills program improved resident educators' abilities. Without structured support, residents' teaching skills did not advance alongside clinical competence, highlighting the need for faculty development.
Area of Science:
- Medical Education
- Graduate Medical Education
- Health Professions Education
Background:
- Effective teaching is crucial for resident development.
- Lack of formal training in teaching skills is common among residents.
- Assessing and improving resident teaching is an ongoing challenge.
Purpose of the Study:
- To evaluate the impact of a structured teaching skills program on residents.
- To determine if formal instruction and feedback enhance resident teaching abilities.
- To compare the progression of teaching skills in residents with and without a dedicated program.
Main Methods:
- Randomized controlled trial involving 22 residents across three specialties.
- Experimental group received instruction and feedback on teaching skills over two years.
- Resident teaching sessions were videotaped and rated by trained evaluators at three time points.
Main Results:
- Residents in the experimental group showed greater improvement in teaching skills compared to the control group.
- The control group exhibited more decline in teaching skills over time without intervention.
- The positive effects of the program were observed during and after the instructional period.
Conclusions:
- Formal instruction and feedback significantly enhance residents' teaching skills.
- Ongoing support is necessary for sustained improvement in resident teaching abilities.
- The study underscores the value of faculty development programs in graduate medical education.