Good Teachers: A Scoping Review on What Medical Students Value in OB/Gyn Resident Educators

To map the existing literature describing the qualities and behaviors of obstetrics and gynecology (OB/Gyn) residents that medical students value in resident teachers, in order to inform development of Resident-as-Teacher (RAT) curricula.

Scoping review of studies examining OB/Gyn residents as educators from the perspective of medical students. Literature searches of MEDLINE, Embase, and Web of Science were performed using subject headings and keywords related to residents, medical students, education, OB/Gyn, and feedback. Two reviewers independently screened abstracts and assessed full-text articles for inclusion.

Studies conducted across multiple academic and clinical training sites in undergraduate medical education settings were included. The review was exempt from institutional review board oversight.

Eligible studies included medical students participating in OB/Gyn clerkships who provided perceptions or evaluations of resident teaching behaviors. After screening 1994 records and reviewing 50 full-text articles, 8 studies met inclusion criteria, including cohort (n = 2), qualitative (n = 3), case-control (n = 1), educational intervention (n = 2) designs.

Four major themes were identified regarding valued resident behaviors: (1) enthusiasm for teaching, (2) clear expectation setting, (3) inclusion and team integration, and (4) professionalism and role modeling. Students most appreciated residents who demonstrated genuine interest in teaching, communicated expectations, fostered inclusion within clinical teams, and modeled professional conduct.

Resident behaviors strongly shape student learning experiences during the OB/Gyn clerkship. Incorporating these valued qualities into RAT and mentorship programs may enhance teaching effectiveness and improve the learning environment for medical students.