University Hospitals Cleveland Medical Center, Department of General Surgery, Cleveland Ohio; University Hospitals Research in Surgical Outcomes & Effectiveness Center (UH-RISES), Cleveland Ohio.
MetroHealth Medical Center, Department of General Surgery, Cleveland Ohio.
J Surg Res. 2021 Aug;264:418-424. doi: 10.1016/j.jss.2021.02.013. Epub 2021 Apr 10.
Surgical residencies use variable structures for formal training in education. We hypothesized that a one-day workshop intervention would improve resident teaching ability measured by self-assessment and learner evaluation.
Faculty educators delivered a Residents as Teachers (RAT) workshop to general surgery residents on setting expectations, positive learning environment, difficult feedback and the 1-min preceptor model. For three months before and after the workshop, junior residents and medical students evaluated their supervising residents' teaching skill monthly using a Likert scale questionnaire. Pre- and postworkshop surveys were administered to resident participants to assess their knowledge of the material and teaching confidence. Results were analyzed using Wilcoxon rank sum tests. This study was conducted at a tertiary academic center with a large surgical residency program.
Thirty-nine PGY 1-5 residents participated in the Residents as Teachers workshop and were included in the study. Pre- and post- workshop survey results demonstrated significant improvements in participants' knowledge and teaching confidence. On monthly assessments of seniors by junior residents, significant improvements were noted in three domains. Medical student ratings did not reflect significant improvements in resident teaching skill.
This is the first study using learner evaluation of a comprehensive surgical RAT program. Despite a significant increase in surgery residents' self-assessment following participation in an education workshop, no improvement was seen in resident teaching skill as perceived by medical students.
外科住院医师培训采用不同的结构进行正规教育。我们假设为期一天的研讨会干预措施将提高住院医师的教学能力，这种能力通过自我评估和学习者评估来衡量。
教员教育工作者向普通外科住院医师提供了一项“住院医师作为教师（RAT）”的研讨会，内容包括设定期望、积极的学习环境、困难的反馈以及 1 分钟导师模型。在研讨会前后的三个月里，初级住院医师和医学生每月使用李克特量表问卷评估他们的上级住院医师的教学技能。对参与研究的住院医师进行了预调查和后调查，以评估他们对材料的了解程度和教学信心。使用 Wilcoxon 秩和检验对结果进行分析。这项研究在一家拥有大型外科住院医师培训计划的三级学术中心进行。
39 名 PGY1-5 住院医师参加了“住院医师作为教师”研讨会并被纳入研究。预调查和后调查结果表明，参与者的知识和教学信心有显著提高。在初级住院医师对上级住院医师的每月评估中，三个领域都有显著的改善。但医学生的评分并未反映出住院医师教学技能的显著提高。
这是第一项使用学习者评估综合外科 RAT 计划的研究。尽管参加教育研讨会的外科住院医师自我评估显著提高，但医学生对住院医师教学技能的感知并未出现改善。
