Learning on the Fly: A Qualitative Study Exploring Workplace Experiences That Contribute to Residents' Development as Teachers
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View abstract on PubMed
Summary
This summary is machine-generated.Senior residents develop clinical teaching skills by learning from their own experiences as learners, gaining practical teaching expertise, and actively using feedback. Graduate medical education programs can better support this crucial development.
Area Of Science
- Medical Education
- Graduate Medical Education
- Clinical Teaching Skills
Background
- Residents are vital clinical teachers, yet their development as educators is understudied.
- Existing knowledge on how residents acquire teaching skills and how programs support them is limited.
- Understanding resident teacher development is crucial for effective clinical learning environments.
Purpose Of The Study
- To explore how residents' workplace experiences shape their development as clinical teachers.
- To apply the pedagogical content knowledge framework to understand resident teaching skill acquisition.
- To identify factors influencing resident educators' growth within graduate medical education.
Main Methods
- Qualitative study utilizing focus groups and semistructured interviews.
- Involved senior residents from emergency medicine, general surgery, and internal medicine.
- Thematic analysis guided by pedagogical content knowledge was employed.
Main Results
- Three key themes emerged: learning from being a learner, skill development through experience, and feedback utilization.
- Resident teacher development pathways showed similarities across specialties.
- Specialty-specific demands and contexts influenced unique developmental experiences.
Conclusions
- Resident clinical teacher development integrates learner experiences, expertise expansion, and reflective practice.
- Feedback and reflection are critical components in honing teaching abilities.
- Graduate medical education programs should consider these integrated experiences to support resident educators.
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