Department of Pediatrics, Boston Children's Hospital, Boston, Massachusetts, USA.
Harvard Medical School, Boston, Massachusetts, USA.
Clin Teach. 2020 Dec;17(6):688-694. doi: 10.1111/tct.13205. Epub 2020 Jul 10.
Deliberate practice facilitates skill mastery. We aimed to create a novel resident-as-teacher rotation, leveraging a deliberate practice framework with repeated practice in real-life teaching settings, with feedback from dedicated faculty member coaches.
A resident-as-teacher rotation was designed for 35 Postgraduate Year-2 (PGY2) paediatric residents. To facilitate deliberate practice, teaching experiences were observed by faculty member coaches and were repeated with different audiences. Participating residents received pre-rotation, post-rotation and follow-up surveys on their confidence and comfort with teaching, supervision and feedback skills. All residents were also surveyed the year before and the year after implementation on their perceptions of their teaching, supervision and feedback skills, and whether the residency provided adequate training on these topics.
Survey response rates varied from 40 to 71%. The rotation was highly valued, and deliberate practice was a most valued aspect. Mean scores in comfort and confidence significantly increased from pre- to post-rotation, with these increases sustained months later. Prior to implementation, residents' perceptions of their teaching skills and the adequacy of their training increased incrementally with each postgraduate year. After the inaugural year of the rotation, the PGY2 class rated their teaching skills and training as higher than more experienced residents.
A novel resident-as-teacher rotation successfully incorporated deliberate practice in real-life settings by repeating teaching activities with feedback from dedicated coaches. The rotation led to sustained increases in residents' confidence in their teaching, supervising and feedback skills, and improved perceptions of their teaching training during residency.
刻意练习有助于掌握技能。我们旨在创建一种新的住院医师作为教师的轮转模式，利用刻意练习框架，在真实教学环境中重复实践，并由专门的教师教练提供反馈。
为 35 名住院医师 2 年级（PGY2）儿科住院医师设计了住院医师作为教师的轮转。为了促进刻意练习，教师教练观察教学经验，并在不同的受众中重复实践。参与的住院医师在轮转前、轮转后和随访时接受了关于他们教授、监督和反馈技能的信心和舒适度的调查。所有住院医师还在实施前后一年接受了关于他们的教学、监督和反馈技能的调查，以及住院医师在这些主题上提供的培训是否充足。
调查的回复率从 40%到 71%不等。轮转受到高度重视，刻意练习是最有价值的方面。舒适度和信心的平均得分从轮转前到轮转后显著增加，并且这些增加持续了几个月。在实施之前，住院医师对自己的教学技能和培训的充足性的看法随着每一年的研究生学习而逐渐增加。在轮转的第一年之后，PGY2 年级的住院医师认为他们的教学技能和培训比更有经验的住院医师更高。
一种新的住院医师作为教师的轮转成功地将刻意练习纳入了真实环境中，通过重复教学活动并接受专门教练的反馈。该轮转导致住院医师对自己的教学、监督和反馈技能的信心持续增强，并在住院医师培训期间改善了对教学培训的看法。
