Teaching skills improvement programmes in US internal medicine residencies

Area of Science:

• Medical Education
• Internal Medicine Residency Training

Background:

• Residents are perceived as important teachers by students.
• Limited data exists on how program directors (PDs) view residents' teaching roles.
• The prevalence and characteristics of resident teaching skills improvement programs (TSIPs) are largely unknown.

Purpose of the Study:

• To determine the prevalence and nature of TSIPs in US internal medicine residency programs.
• To understand PDs' perspectives on residents as teachers and the impact of TSIPs.

Main Methods:

• A comprehensive questionnaire was distributed to 428 US internal medicine PDs in December 1990.
• Response rate was 60% (n=259).
• Data analysis focused on the presence, characteristics, and perceived value of TSIPs.

Main Results:

• Only 20% (n=51) of responding programs had TSIPs.
• TSIP characteristics varied, with a mean instructional time of 9 hours.
• PDs in programs with TSIPs more strongly agreed that residents contribute to student learning.
• Evaluation/feedback was the most common topic, but only 15% of TSIPs included long-term assessment.

Conclusions:

• TSIPs are uncommon and lack standardization in internal medicine residencies.
• PD attitudes likely influence the implementation and evaluation of resident teaching skills.
• Further research is needed on effective TSIP curricula and long-term effectiveness assessment.