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Qualitative Analysis of Resident as a Teacher Module in Post Graduate General Practice Residency Program.
Sumana Bajracharya1, Ashis Shrestha1, Arabind Joshi1
1Department of General Practice and Emergency Medicine, Patan Academy of Health Sciences, Lalitpur, Nepal.
Journal of Nepal Health Research Council
|March 28, 2023
Summary
The "Resident as Teacher" training improved general practice residents' confidence and communication skills. This program enhances their ability to teach junior residents, preparing them for future clinician and educator roles.
Area of Science:
- Medical Education
- General Practice Training
Background:
- Residency programs require residents to develop clinical and teaching proficiencies.
- Residents dedicate significant time to teaching junior colleagues.
- Graduates will assume roles as both clinicians and teachers.
Purpose of the Study:
- To evaluate the impact of the "Resident as Teacher" module on residents' teaching skills.
- To assess changes in confidence and communication among residents undergoing teaching training.
Main Methods:
- A qualitative study involving interviews with three groups: residents as teachers, residents as learners, and faculty.
- Data collected via questionnaires and analyzed using thematic analysis.
Main Results:
- Residents who taught reported increased confidence (72.7%) and improved communication skills (72.7%).
- Junior residents felt more comfortable in teaching and learning sessions.
- Faculty observed positive resident interactions, but noted time management and supervision as barriers.
Conclusions:
- The "Resident as Teacher" module positively impacted general practice residents' confidence and teaching abilities.
- The training prepares residents for essential clinician and educator roles post-graduation.
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