Jordan Jaime, Amen Amanda, Do Anh Khoa, Osborne Anwar, Weygandt Paul Logan, Moore Kristen Grabow
Department of Emergency Medicine David Geffen School of Medicine at UCLA Los Angeles California USA.
UCLA School of Education and Information Studies Los Angeles California USA.
AEM Educ Train. 2023 Oct 8;7(5):e10913. doi: 10.1002/aet2.10913. eCollection 2023 Oct.
There is no unified approach for training residents to be teachers. Foundations of Emergency Medicine (FoEM) is a national program that provides free resident education in emergency medicine (EM) utilizing small-group, case-based instruction delivered by individual program faculty and residents. This study seeks to explore the FoEM resident-as-teacher (RaT) experience.
We conducted a mixed-methods study of FoEM faculty site leaders and resident teachers in 2022. Site leaders completed an online survey consisting of multiple-choice, completion, and free-response items. We calculated descriptive statistics and applied a thematic qualitative analysis to free-response items. We conducted semistructured interviews with resident teachers. Interview transcripts were analyzed using a thematic approach with a constructivist-interpretivist paradigm.
A total of 133 of 180 (74%) site leaders completed the survey and 11 resident teachers were interviewed. Forty-nine (37%) programs utilize resident instructors. The frequency of residents teaching and degree of faculty supervision varied. Commonly identified advantages include reinforcement of core content for resident teachers (44/49), structured format (35/49), and reduced need for faculty instructors (30/49). The most commonly identified challenges include variable instruction by residents (33/49) and challenge to providing feedback on teaching (20/49). Resident teachers identified benefits including strengthening residency community, improved EM knowledge, and greater teaching skills. For nearly all resident participants, FoEM RaT impacted their career goals by affirming their interest in teaching.
The FoEM curricular model appears to be a valuable and feasible method to incorporate a RaT experience into EM residency training programs.
目前尚无统一的方法来培训住院医师成为教师。急诊医学基础（FoEM）是一个全国性项目，利用各项目教员和住院医师提供的小组案例教学，免费为住院医师提供急诊医学教育。本研究旨在探索FoEM住院医师作为教师（RaT）的经历。
2022年，我们对FoEM教员现场负责人和住院医师教师进行了一项混合方法研究。现场负责人完成了一项在线调查，其中包括多项选择题、填空题和自由回答题。我们计算了描述性统计数据，并对自由回答题应用了主题定性分析。我们对住院医师教师进行了半结构化访谈。访谈记录采用建构主义-解释主义范式的主题方法进行分析。
180名现场负责人中有133名（74%）完成了调查，11名住院医师教师接受了访谈。49个（37%）项目使用住院医师教员。住院医师授课的频率和教员监督的程度各不相同。常见的优势包括强化住院医师教师的核心内容（44/49）、结构化形式（35/49）以及减少对教员的需求（30/49）。最常见的挑战包括住院医师授课的差异（33/49）以及提供教学反馈的挑战（20/49）。住院医师教师确定的好处包括加强住院医师群体、提高急诊医学知识和增强教学技能。对于几乎所有住院医师参与者来说，FoEM RaT通过确认他们对教学的兴趣影响了他们的职业目标。
FoEM课程模式似乎是将RaT经历纳入急诊医学住院医师培训项目的一种有价值且可行的方法。
