LeighAnn C Frattarelli1, Richard Kasuya. 1. Department of Obstetrics, Gynecology, and Women's Health and the Office of Medical Education, University of Hawaii John A. Burns School of Medicine, Honolulu, Hawaii, USA. leighann@hawaii.edu
Abstract
OBJECTIVE: This study was undertaken to develop, implement, and evaluate a program designed to improve residents' teaching skills. STUDY DESIGN: A training program to improve the teaching skills of obstetrics and gynecology residents was developed and implemented. All residents completed a survey of their teaching skills, participated in the program, and then completed a follow-up survey. The surveys were compared using the Wilcoxon signed rank test. Medical students also completed surveys about participating residents' teaching skills either before or after the intervention. RESULTS: The training program was well received by the residents. Resident self-rating scores significantly improved (P<.05) in a number of areas, such as ability to teach physical examination skills, and explaining topics in a clear and concise manner. Interestingly, student ratings of resident teaching skills did not improve. CONCLUSION: Although the training program improved resident self-ratings of teaching skills, this was not reflected in student ratings of resident teaching skills. Possible explanations for this difference will be explored.
OBJECTIVE: This study was undertaken to develop, implement, and evaluate a program designed to improve residents' teaching skills. STUDY DESIGN: A training program to improve the teaching skills of obstetrics and gynecology residents was developed and implemented. All residents completed a survey of their teaching skills, participated in the program, and then completed a follow-up survey. The surveys were compared using the Wilcoxon signed rank test. Medical students also completed surveys about participating residents' teaching skills either before or after the intervention. RESULTS: The training program was well received by the residents. Resident self-rating scores significantly improved (P<.05) in a number of areas, such as ability to teach physical examination skills, and explaining topics in a clear and concise manner. Interestingly, student ratings of resident teaching skills did not improve. CONCLUSION: Although the training program improved resident self-ratings of teaching skills, this was not reflected in student ratings of resident teaching skills. Possible explanations for this difference will be explored.