Change in Residents’ Perceptions of Teaching: Following a One Day “Residents as Teachers” (RasT) Workshop
Objectives: The objective of this study was to assess the perceptions and attitudes of resident physicians toward teaching before and after participation in a mandatory “Residents as Teachers” (RasT) workshop in four domains: (1) setting goals and expectations, (2) use of clinical microskills in teaching, (3) evaluation and feedback, and (4) enthusiasm and preparedness toward teaching.
Methods: Pre- and postintervention questionnaires were utilized. Data were analyzed for all respondents. Subgroup analyses were performed for each academic year and for primary care versus nonprimary care specialties.
Results: Over a 5-year period, 15 RasT workshops were presented to 276 residents from 10 different residency programs. Eighty-six percent completed the questionnaire before participation in the workshop, and 88% completed the questionnaire immediately after participation. The difference between the mean post-RasT and pre-RasT ratings on each item was used to measure the change in that item resulting from participation in the workshop.
Conclusion: Overall, residents’ self-assessed ratings of their attitudes toward teaching were positively impacted by participation in a RasT workshop. Further subanalysis showed that residents in primary care specialties showed a significantly greater increase in their ratings than residents in nonprimary care specialties.
* The “Residents as Teachers” program improves the attitudes of residents towards teaching medical students.
* Improvement occurs in four domains: (1) setting expectations, (2) use of clinical microskills in teaching, (3) evaluation and feedback, and (4) enthusiasm and preparedness towards teaching.
* Primary care residents noted a greater increase in their confidence in teaching ability, and in assuming team control compared to nonprimary care residents.
* Primary care residents increased their perceptions on encouraging bedside teaching and providing daily feedback to the learners compared to nonprimary care residents.
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