Schmidt Cindy, Ashraf Nauman, Stevens Kristine A
Director of Scholarly Activity and Faculty Development, Kansas City University, Kansas City, Missouri.
Program Director, Department of Psychiatry, Ozark Center, Joplin, Missouri.
Proc (Bayl Univ Med Cent). 2023 Mar 30;36(4):496-500. doi: 10.1080/08998280.2023.2193499. eCollection 2023.
In graduate medical education, teaching is a required subcompetency largely fulfilled via clinical teaching, journal clubs, and grand rounds. Evidence shows that when moving to undergraduate teaching, residents often face a steep learning curve. We aimed to assess residents' perspective of the experience of teaching medical students.
Psychiatry residents taught small group sections of bioethics to first- and second-year medical students in December 2018. We conducted two 1-hour focus group interviews with four residents on their perspectives on the teaching experience.
Resident-teachers described receiving certain benefits from teaching, such as meeting their altruistic desire to give back to the profession. Nonetheless, some participants felt frustrated by students' varying engagement and respect, while also feeling insecure and intimidated. Resident-teachers experienced some of the medical students as disrespectful and limited in their appreciation for diversity and the profession of medicine and perceived the students' disengagement and lessened professionalism.
As residency programs seek to implement initiatives to improve teaching skills of residents, resident experiences should be considered when implementing these initiatives.
在毕业后医学教育中，教学是一项必需的亚能力，主要通过临床教学、期刊俱乐部和大查房来实现。有证据表明，当转向本科教学时，住院医师往往面临陡峭的学习曲线。我们旨在评估住院医师对教医学生经历的看法。
2018年12月，精神科住院医师为一、二年级医学生讲授生物伦理学的小组课程。我们对四名住院医师进行了两次1小时的焦点小组访谈，了解他们对教学经历的看法。
住院医师教师描述了从教学中获得的某些益处，比如满足了他们回馈专业的利他愿望。尽管如此，一些参与者因学生参与度和尊重程度的差异而感到沮丧，同时也感到不安全和受到威胁。住院医师教师觉得一些医学生不尊重人，对多样性和医学专业的欣赏有限，并且察觉到学生缺乏参与度和职业素养的下降。
随着住院医师培训项目寻求实施提高住院医师教学技能的举措，在实施这些举措时应考虑住院医师的经历。
