McKinney Christina M, Hart Rebecca, Patterson Adam C
Pediatrics, University of Louisville School of Medicine, Louisville, USA.
Pediatric Emergency Medicine, University of Louisville School of Medicine, Louisville, USA.
Cureus. 2023 Jun 25;15(6):e40937. doi: 10.7759/cureus.40937. eCollection 2023 Jun.
Introduction An advanced medical education elective can encompass themes that transcend traditional residents-as-teachers curricula. The literature is scarce regarding the development of such a curriculum for pediatric residents. Objectives To develop and implement an advanced medical education elective for pediatric residents and evaluate the effectiveness of the educational strategies and curriculum. Methods Kern's Six Steps were applied to create a two-week-long elective for pediatric residents. Residents worked through Kern's model to collaboratively develop the elective. Faculty were recruited based on expertise and content previously created. Residents developed teaching sessions for fourth-year medical students and received feedback. The curriculum was evaluated using quantitative and qualitative feedback with a five-point Likert scale and open-ended questions, group discussions, elective evaluations, and the New World Kirkpatrick Model. Results Five residents, 17 students, and 22 faculty participated. Lectures, expert panels, group discussions, and teaching sessions were seen as effective instructional methods. All residents were satisfied with the elective and its strategies and developed useful skills. Resident-led teaching sessions and interactive learning strategies were cited as a strength, while some redundancy was noted as a weakness. Faculty recommended more formal feedback on resident-led teaching sessions in the future. Conclusions Our medical education elective was designed collaboratively with residents on a medical education track. Strong faculty participation, asynchronous learning, and resident-led teaching sessions were strengths of the curriculum. The curriculum's reproducible components may serve as a foundation for institutions interested in improving their medical education didactics for residents. More research is needed to determine the external validity of this novel curriculum.
引言 高级医学教育选修课可以涵盖超越传统住院医师作为教师课程的主题。关于为儿科住院医师开发此类课程的文献很少。目标 为儿科住院医师开发并实施一门高级医学教育选修课，并评估教育策略和课程的有效性。方法 应用克恩六步法为儿科住院医师创建为期两周的选修课。住院医师通过克恩模型共同开发该选修课。根据专业知识和先前创建的内容招募教员。住院医师为四年级医学生开展教学课程并获得反馈。使用五点李克特量表和开放式问题、小组讨论、选修课评估以及新世界柯克帕特里克模型进行定量和定性反馈来评估该课程。结果 五名住院医师、17名学生和22名教员参与其中。讲座、专家小组、小组讨论和教学课程被视为有效的教学方法。所有住院医师对该选修课及其策略都很满意，并培养了有用的技能。住院医师主导的教学课程和互动学习策略被认为是优点，而一些冗余被指出是缺点。教员建议未来对住院医师主导的教学课程提供更正式的反馈。结论 我们的医学教育选修课是与医学教育方向的住院医师合作设计的。强大的教员参与、异步学习和住院医师主导的教学课程是该课程的优点。该课程可复制的部分可为有兴趣改进住院医师医学教育教学法的机构奠定基础。需要更多研究来确定这一新颖课程的外部有效性。
