BACKGROUND: The role of residents as teachers is recognized as an important part of medical education. However, residents may not possess the practical skills needed to teach medical students effectively. AIM: In response to a Liaison Committee on Medical Education citation concerning surgery residents' teaching skills, the University of Louisville School of Medicine instituted a campus-wide residents as teachers program based on the bringing education and service together curriculum. METHODS: This evaluation plan is grounded on Kirkpatrick's four levels model. Levels 1 and 2 data included post-session learner questionnaires (2007 and 2008) and open-ended facilitator questionnaires (2008). Levels 3 and 4 data included third year medical students' responses to CourseEval questions on residents as teachers (2005-2006 and 2007-2008) and data from third year medical student focus groups (2008). RESULTS: Levels 1 and 2 data analysis showed statistically significant improvements from session to session in Year I and significant improvements between Years I and II. Levels 3 and 4 data analysis showed third year students' perceptions of most residents as teachers remained high and improved significantly in the surgery clerkship. CONCLUSION: Short-term and long-term measures show this curriculum to be successful for an interdisciplinary group of residents.
BACKGROUND: The role of residents as teachers is recognized as an important part of medical education. However, residents may not possess the practical skills needed to teach medical students effectively. AIM: In response to a Liaison Committee on Medical Education citation concerning surgery residents' teaching skills, the University of Louisville School of Medicine instituted a campus-wide residents as teachers program based on the bringing education and service together curriculum. METHODS: This evaluation plan is grounded on Kirkpatrick's four levels model. Levels 1 and 2 data included post-session learner questionnaires (2007 and 2008) and open-ended facilitator questionnaires (2008). Levels 3 and 4 data included third year medical students' responses to CourseEval questions on residents as teachers (2005-2006 and 2007-2008) and data from third year medical student focus groups (2008). RESULTS: Levels 1 and 2 data analysis showed statistically significant improvements from session to session in Year I and significant improvements between Years I and II. Levels 3 and 4 data analysis showed third year students' perceptions of most residents as teachers remained high and improved significantly in the surgery clerkship. CONCLUSION: Short-term and long-term measures show this curriculum to be successful for an interdisciplinary group of residents.
Authors: Sara M Krzyzaniak; Alan Cherney; Anne Messman; Sreeja Natesan; Michael Overbeck; Benjamin Schnapp; Megan Boysen-Osborn Journal: Cureus Date: 2018-02-04