Tran Allen, Vertes Jaclyn, Kulai Tasha, Connors Lori
Division of Medicine.
Department of Internal Medicine.
MedEdPublish (2016). 2019 Nov 29;8:219. doi: 10.15694/mep.2019.000219.1. eCollection 2019.
This article was migrated. The article was marked as recommended. Despite providing a large component of teaching to trainees, internal medicine residents receive little feedback on their teaching ability. This was a single-center, mixed methods study of 19 senior internal medicine residents in Canada. Classroom-based teaching sessions delivered by the participants were individually video recorded. The individual recording was then watched by the participant and by two feedback facilitators, who then met for face-to-face feedback. Participants completed a self-reflective exercise after this intervention. Audience members of the recorded session and a post-feedback teaching session completed an evaluation form. Scores from the evaluation forms from each phase were analyzed with the Wilcoxon Signed-Rank Test. Inductive coding was performed for qualitative data from the feedback sessions and reflective exercises. 19 residents participated. There was no statistical difference in the evaluation form scores between the pre-intervention and post-intervention teaching sessions. Mean scores varied from 4.6 to 5.0 out of 5.0 on combined pre-and post-intervention evaluations. 89% of participants found viewing their recorded session useful. 94% of residents stated the intervention was worth continuing. Common themes of feedback and self-evaluation included "time-management," "organization," "communication," and "environment." Video-assisted feedback of teaching improved self-perception of a resident's teaching ability.
本文已迁移。该文章被标记为推荐文章。尽管内科住院医师为实习生提供了很大一部分教学内容，但他们在教学能力方面得到的反馈却很少。这是一项针对加拿大19名内科高级住院医师的单中心混合方法研究。参与者进行的基于课堂的教学课程被单独录制下来。然后参与者以及两名反馈促进者观看单独的录制内容，之后他们进行面对面的反馈。在此次干预后，参与者完成了一项自我反思练习。录制课程的观众以及反馈后教学课程的观众填写了一份评估表。使用Wilcoxon符号秩检验分析了每个阶段评估表的得分。对反馈课程和反思练习中的定性数据进行了归纳编码。19名住院医师参与了研究。干预前和干预后教学课程的评估表得分没有统计学差异。干预前和干预后综合评估的平均得分在5.0分制中从4.6分到5.0分不等。89%的参与者认为观看他们的录制课程很有用。94%的住院医师表示该干预值得继续。反馈和自我评估的共同主题包括“时间管理”“组织”“沟通”和“环境”。教学的视频辅助反馈改善了住院医师对自身教学能力的自我认知。
