Tana A Grady-Weliky1, Linda H Chaudron, Sue K Digiovanni. 1. Oregon Health and Science University, Department of Psychiatry, OHSU School of Medicine, 3181 SW Sam Jackson Park Rd., Portland, OR 97239, USA. gradywel@ohsu.edu
Abstract
OBJECTIVE: Resident physicians have an important role in medical student teaching. There has been limited curriculum development in this area for general psychiatric residents. A 4-hour workshop for PGY-2 psychiatric residents was designed and implemented to improve residents' self-assessment of their knowledge of the medical student curriculum and core teaching skills. METHODS: Residents completed pre- and postcourse self-assessments of their knowledge, skills, attitudes, and values about teaching. Descriptive statistics were obtained on pre- and postcourse data and were analyzed using t tests assuming unequal variance. RESULTS: Following course participation, there was statistically significant improvement in residents' self-assessment of their knowledge of the medical student curriculum (p ≤ 0.001), their self-assessment regarding perception of peers' view of their teaching ability (p ≤ 0.02), and their perceived knowledge of various teaching methods (p ≤ 0.02). CONCLUSION: Our findings suggest that a brief workshop may enhance psychiatric residents' self-assessment of teaching knowledge and skills.
OBJECTIVE: Resident physicians have an important role in medical student teaching. There has been limited curriculum development in this area for general psychiatric residents. A 4-hour workshop for PGY-2 psychiatric residents was designed and implemented to improve residents' self-assessment of their knowledge of the medical student curriculum and core teaching skills. METHODS: Residents completed pre- and postcourse self-assessments of their knowledge, skills, attitudes, and values about teaching. Descriptive statistics were obtained on pre- and postcourse data and were analyzed using t tests assuming unequal variance. RESULTS: Following course participation, there was statistically significant improvement in residents' self-assessment of their knowledge of the medical student curriculum (p ≤ 0.001), their self-assessment regarding perception of peers' view of their teaching ability (p ≤ 0.02), and their perceived knowledge of various teaching methods (p ≤ 0.02). CONCLUSION: Our findings suggest that a brief workshop may enhance psychiatric residents' self-assessment of teaching knowledge and skills.
Authors: Elie Isenberg-Grzeda; Andrea Weiss; Michelle A Blackmore; Megan Johnson Shen; Madeleine Seifter Abrams; Mary E Woesner Journal: Acad Psychiatry Date: 2016-02-02
Authors: Sara M Krzyzaniak; Alan Cherney; Anne Messman; Sreeja Natesan; Michael Overbeck; Benjamin Schnapp; Megan Boysen-Osborn Journal: Cureus Date: 2018-02-04