Enhancing the Teaching Environment: 3-Year Follow-Up of a Resident-Led Residents-as-Teachers Program

Area of Science:

• Medical Education
• Graduate Medical Education
• Pedagogy in Healthcare

Background:

• Previous faculty-driven residents-as-teachers (RAT) models demonstrated limited efficacy and sustainability.
• A novel approach to resident teaching was needed to improve educational outcomes.

Purpose of the Study:

• To evaluate the acceptability and effects of a resident-led RAT program on resident teaching skills.
• To assess the impact of a resident-led initiative on the quality of medical education.

Main Methods:

• A resident-led RAT program was implemented in an OB/GYN residency, featuring a resident steering committee, faculty mentors, didactics, journal clubs, and an award for Distinguished Educators (DEs).
• The Kirkpatrick Model was used to evaluate the program over three academic years (2016-2019) through resident surveys and student evaluations.
• Resident self-perceptions of 13 teaching skills and student perceptions of resident teaching effectiveness were primary outcome measures.

Main Results:

• Residents' self-reported teaching skills significantly improved in 11 of 13 domains (P < .05) between 2016 and 2018.
• 80% of residents in 2018 agreed the program added value, and medical student agreement that residents provided effective teaching increased significantly from 30% to 47-48% (P < .05).
• The program demonstrated sustainability, with 10 residents recognized as Distinguished Educators over the study period.

Conclusions:

• A resident-led RAT program effectively enhanced residents' self-reported teaching abilities.
• The program significantly improved medical students' perceptions of teaching quality.
• The resident-led model proved to be a sustainable and acceptable approach to improving graduate medical education.