Kochhar Komal, Cico Stephen J, Whitaker Nash P, Pettit Katie E, Brokaw James J, Nabhan Zeina M
Department of Family Medicine, Indiana University School of Medicine, Indianapolis, IN 46202 USA.
Department of Emergency Medicine, UCF-HCA Florida Healthcare GME Consortium, Orlando, FL 32827 USA.
Med Sci Educ. 2023 Jul 5;33(4):847-851. doi: 10.1007/s40670-023-01832-w. eCollection 2023 Aug.
We implemented an online Resident-as-Teacher curriculum for all incoming residents (PGY1s) to provide them with a basic foundation for effective teaching in the clinical learning environment. The curriculum consisted of 5 asynchronous modules delivered via the web from 2017-2021. Prior to starting the course, the PGY1s completed a self-assessment of their teaching ability (pre-test) and then again 7-8 months after completing the course (post-test). Analysis of the paired data from 421 PGY1s showed a statistically significant improvement in the self-ratings of their teaching from pre-test to post-test (p < 0.001). Our findings suggest that an online Resident-as-Teacher curriculum can produce lasting benefits in new residents' self-confidence as educators.
我们为所有新入职的住院医师（PGY1）实施了一门在线“住院医师即教师”课程，为他们在临床学习环境中进行有效教学提供基础。该课程由2017年至2021年通过网络提供的5个异步模块组成。在开始课程之前，PGY1完成了对其教学能力的自我评估（预测试），并在完成课程7至8个月后再次进行评估（后测试）。对421名PGY1的配对数据进行分析后发现，从预测试到后测试，他们对自己教学的自我评分有统计学上的显著提高（p < 0.001）。我们的研究结果表明，在线“住院医师即教师”课程可以为新住院医师作为教育工作者的自信心带来持久的益处。
