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Improving residents' teaching skills and attitudes toward teaching
A Spickard1, E C Corbett, J B Schorling
1Department of Medicine, University of Virginia School of Medicine, Charlottesville, USA.
Objective:
To determine whether a short, 3-hour teaching skills workshop could improve residents' teaching performances and attitudes toward teaching.
Design:
Controlled study.
Participants And Setting:
Forty-four second- and third-year residents in a university-based internal medicine residency program.
Interventions:
Twenty-two residents were assigned to a nonparticipant (control) group, and 22 residents were assigned to a 3-hour teaching skills workshop designed to help them establish a positive learning climate and provide effective feedback to medical students.
Measurements:
Questionnaires completed by medical students and residents that measured the residents' abilities to establish a positive learning climate and provide feedback, their overall teaching skills, and their attitudes toward teaching.
Results:
Four months after the workshop intervention, workshop participants improved their learning climate and feedback according to student evaluations (p = .02, p = .001, respectively) and resident self-assessments (p = .002, p = .01, respectively) compared with nonparticipants. Overall teaching skills were not significantly changed (p = .20 for student evaluation and p = .09 for self-assessments). Workshop participants also gained more confidence in their teaching (p = .001), and adopted more learner-centered approaches to teaching than did nonparticipants.
Conclusions:
A 3-hour instructional workshop is a feasible and effective method to help residents improve their teaching skills, their confidence in teaching, and the approaches they use to teach medical students on the wards.