Identifying teaching competencies for medical residents using a modified Delphi method.

Area of Science:

• Medical Education
• Graduate Medical Education
• Healthcare Professional Development

Background:

• Medical residents play an increasingly vital role in educating junior trainees.
• Defining and understanding resident teaching competencies is crucial for effective medical education.
• Existing frameworks may not fully capture the multifaceted teaching roles of residents.

Purpose of the Study:

• To identify and define the core teaching competencies expected of medical residents.
• To establish a consensus on essential skills for residents functioning as educators.

Main Methods:

• A modified Delphi study involving 24 panelists (educators, directors, chief residents, residents) in Japan.
• Three rounds of consensus-building using a 7-point Likert scale with a >80% agreement threshold.
• Categorization of competencies based on Harden and Crosby's 12 roles of medical teachers.

Main Results:

• A list of 27 distinct resident teaching competencies was established.
• Residents were primarily recognized for roles as clinical/practical teachers, teaching role models, on-the-job role models, learning facilitators, and student assessors.
• These competencies highlight the significance of educational proximity in resident teaching.

Conclusions:

• The identified competencies provide a foundation for competency-based education for residents as teachers.
• Emphasizing educational proximity can enhance the effectiveness of resident educators.
• Findings support the development of targeted training programs for resident teachers.