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To teach is to learn twice. Resident teachers learn more
1Case Western Reserve University School of Medicine, Rainbow Babies and Childrens Hospital, University Hospitals of Cleveland, OH, USA.
Archives of Pediatrics & Adolescent Medicine
|March 10, 1998
Summary
Pediatric residents who formally teach gain more knowledge than those who only study or listen. Teaching significantly improves knowledge acquisition compared to passive learning methods.
Area of Science:
- Medical Education
- Pediatric Residency Training
- Knowledge Acquisition
Background:
- Formal teaching is a common activity for pediatric residents.
- The impact of formal teaching on resident knowledge acquisition is not well-defined.
Purpose of the Study:
- To describe pediatric residents' formal teaching activities.
- To assess the effect of formal teaching on residents' knowledge acquisition and retention.
Main Methods:
- A randomized controlled trial involving 43 pediatric residents.
- Residents were assigned to either teach or listen to a lecture on oral rehydration.
- Knowledge was assessed via pretest and posttest scores 6-8 weeks later.
Main Results:
- Teaching residents demonstrated significantly greater knowledge acquisition than listening residents (P < .01).
- Teachers' mean knowledge gain was 6.1 +/- 4.2, compared to 3.2 +/- 2.5 for listeners.
- No significant differences in teaching comfort or desire to teach were found across training years.
Conclusions:
- Formal teaching by pediatric residents enhances knowledge acquisition more effectively than self-study or lecture attendance.
- Teaching serves as a valuable method for reinforcing and deepening medical knowledge in residents.