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Communication effectiveness training improves surgical resident teaching ability

R J Barth1, P A Rowland-Morin, L A Mott

  • 1Department of Surgery, Dartmouth-Hitchcock Medical Center, Lebanon, NH 03756-0001, USA.

Journal of the American College of Surgeons
|December 24, 1997
PubMed
Summary
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Surgical residents

Area of Science:

  • Medical Education
  • Surgical Training
  • Communication Skills

Background:

  • Academic surgical programs aim to train future surgical educators.
  • The effectiveness of formal teaching instruction for surgical residents remains unproven.

Purpose of the Study:

  • To evaluate the impact of two distinct interventions on improving surgical residents' teaching abilities.
  • To compare the efficacy of a lecture with self-study versus individualized feedback.

Main Methods:

  • Surgery residents participated in four teaching sessions, with interventions applied between sessions.
  • Intervention A: Communication effectiveness lecture and self-study of videotaped lectures.
  • Intervention B: Critical review of videotaped lectures with a teaching consultant.

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Main Results:

  • Intervention A showed no significant improvement in teaching scores.
  • Intervention B (individualized feedback) led to significant improvements in content, language, delivery, and overall scores.
  • Specific p-values indicate statistical significance for improvements in all measured areas.

Conclusions:

  • Communication effectiveness training can enhance surgical residents' teaching skills.
  • Individualized feedback is a more effective method for improving surgical resident teaching ability than lectures combined with self-study.