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From passive to powerful: creating engaging resident-as-teacher modules.
Anna E Rueda1, Stephanie V Sherman2, Sherita J Love3
1Department of Pediatrics, Baylor College of Medicine, Houston, Texas, USA.
Proceedings (Baylor University. Medical Center)
|January 9, 2026
Summary
Novel resident-as-teacher e-modules significantly improved training relevance for medical residents. Tailoring content to resident experience and specialty enhances effectiveness.
Area of Science:
- Medical Education
- Digital Learning
- Resident Training
Background:
- Designed and implemented three novel institutional resident-as-teacher (RAT) e-modules for postgraduate year (PGY) 1, 2, and 3.
- Compared new e-modules with previously utilized online trainings to evaluate effectiveness.
Purpose of the Study:
- To design, implement, and evaluate novel resident-as-teacher (RAT) e-modules.
- To compare the effectiveness of new e-modules with previous online trainings.
- To assess the relevance and acceptability of RAT e-modules across different training levels and specialties.
Main Methods:
- Utilized the PICRAT model to create interactive e-learning experiences.
- Employed unpaired t-tests to compare evaluations of previous and new trainings.
- Used one-way ANOVA for specialty-based acceptability and content analysis for open-ended feedback.
Main Results:
- High response rates (93.2%-98.9%) across PGY1-3 residents.
- Significant improvement in training relevance compared to original training (0.68 to 0.98, P < 0.01).
- Specific teaching strategies (coaching, 1-minute preceptor, RIME) were identified as relevant for different PGY levels.
Conclusions:
- Interactive e-modules effectively deliver resident-as-teacher content across various specialties and training levels.
- Tailoring content to learner stage and specialty needs can further enhance relevance.
- Novel e-modules offer a valuable tool for enhancing resident teaching skills.
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