Department of Medical Imaging, Sunnybrook Health Sciences Centre, University of Toronto, ON, Canada.
Acad Radiol. 2011 Apr;18(4):518-24. doi: 10.1016/j.acra.2010.10.021.
Teaching is considered an essential competency for residents to achieve during their training. Instruction in teaching skills may assist radiology residents in becoming more effective teachers and increase their overall satisfaction with teaching. The purposes of this study were to survey radiology residents' teaching experiences during residency and to assess perceived benefits following participation in a teaching skills development course.
Study participants were radiology residents with membership in the American Alliance of Academic Chief Residents in Radiology or the Siemens AUR Radiology Resident Academic Development Program who participated in a 1.5-hour workshop on teaching skills development at the 2010 Association of University Radiologists meeting. Participants completed a self-administered, precourse questionnaire that addressed their current teaching strategies, as well as the prevalence and structure of teaching skills training opportunities at their institutions. A second postcourse questionnaire enabled residents to evaluate the seminar and assessed new knowledge and skill acquisition.
Seventy-eight residents completed the precourse and postcourse questionnaires. The vast majority of respondents indicated that they taught medical students (72 of 78 [92.3%]). Approximately 20% of residency programs (17 of 78) provided residents with formal didactic programs on teaching skills. Fewer than half (46.8%) of the resident respondents indicated that they received feedback on their teaching from attending physicians (36 of 77), and only 18% (13 of 78) routinely gave feedback to their own learners. All of the course participants agreed or strongly agreed that this workshop was helpful to them as teachers.
Few residency programs had instituted resident teacher training curricula. A resident teacher training workshop was perceived as beneficial by the residents, and they reported improvement in their teaching skills.
教学被认为是住院医师培训期间必须掌握的一项能力。教授教学技巧可能有助于放射科住院医师成为更有效的教师，并提高他们对教学的整体满意度。本研究旨在调查放射科住院医师在住院期间的教学经验，并评估他们在参加教学技能发展课程后的感知收益。
研究参与者为美国放射学学术首席住院医师联盟或西门子 AUR 放射科住院医师学术发展计划的成员，他们参加了 2010 年美国大学放射学会会议上的 1.5 小时教学技能发展研讨会。参与者完成了一份自我管理的预调查问卷，该问卷涉及他们目前的教学策略，以及他们所在机构的教学技能培训机会的普遍性和结构。第二份课后问卷使住院医师能够评估研讨会，并评估新知识和技能的获取情况。
78 名住院医师完成了预调查和课后问卷。绝大多数受访者表示他们教授医学生（78 人中有 72 人[92.3%]）。大约 20%的住院医师培训计划（78 人中有 17 人）为住院医师提供了关于教学技能的正规教学课程。不到一半（77 人中有 36 人）的住院医师受访者表示他们从主治医生那里得到了关于他们教学的反馈，只有 18%（78 人中有 13 人）常规地向他们的学习者提供反馈。所有课程参与者都同意或强烈同意，这个研讨会对他们作为教师很有帮助。
很少有住院医师培训计划制定了住院医师教师培训课程。住院医师教师培训研讨会被住院医师认为是有益的，他们报告说他们的教学技能有所提高。
