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An Online Resident-as-Teacher Curriculum Improves First-Year Residents' Self-Confidence Teaching in the Clinical
Komal Kochhar1, Stephen J Cico2, Nash P Whitaker3
1Department of Family Medicine, Indiana University School of Medicine, Indianapolis, IN 46202 USA.
Medical Science Educator
|August 7, 2023
Summary
An online Resident-as-Teacher curriculum significantly improved new residents' (PGY1s) self-assessed teaching confidence. This online program offers lasting benefits for medical educators in clinical settings.
Area of Science:
- Medical Education
- Clinical Pedagogy
- Healthcare Professional Development
Background:
- Effective teaching is crucial in clinical environments.
- New residents (PGY1s) require foundational teaching skills.
- Developing educator confidence is key for resident development.
Purpose of the Study:
- To evaluate the impact of an online Resident-as-Teacher curriculum.
- To assess changes in self-rated teaching ability among PGY1s.
- To determine the long-term benefits of web-based medical education modules.
Main Methods:
- Implementation of a 5-module asynchronous online curriculum for PGY1s.
- Pre- and post-course self-assessments of teaching ability.
- Analysis of paired data from 421 participants (2017-2021).
Main Results:
- Statistically significant improvement in self-rated teaching ability (p < 0.001).
- Sustained benefits observed 7-8 months post-curriculum completion.
- Positive impact on residents' confidence as clinical educators.
Conclusions:
- Online Resident-as-Teacher curricula are effective for foundational teaching skills.
- Web-based education can foster lasting improvements in resident confidence.
- This model supports the development of competent medical educators.
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