Zhang Gregory, Crispell Rachel, Koch John J
Marine Corps Base Camp Pendleton, CA.
Naval Medical Readiness and Training Command Camp Lejeune, NC.
PRiMER. 2024 Jul 10;8:40. doi: 10.22454/PRiMER.2024.426719. eCollection 2024.
Residents play an important role in medical education, yet often feel unprepared without formal training. Teaching in the ambulatory setting raises unique challenges such as the difficulty of educating in a limited amount of time. We designed a brief, focused intervention as an initial needs assessment for a residents-as-teachers program in an ambulatory setting to address these concerns.
A 1-day, 2.5-hour workshop was designed focusing on microskills, providing feedback, and ways to address common barriers in ambulatory teaching. Pre- and post-intervention surveys were conducted with both residents and medical students to assess the effects of the workshop on resident teaching in the clinic.
Although post-intervention surveys showed increased resident confidence and self-reported teaching behaviors, medical student surveys did not clearly demonstrate an increase in teaching behaviors. Didactic teaching on feedback and microskills with follow-on role playing were seen as the most helpful parts of the intervention.
Self-assessment alone is an inadequate measure of effectiveness of our teaching intervention. While medical student data can help verify resident self-report, future iterations of our intervention should incorporate objective, third-party evaluation of teaching skill implementation.
住院医师在医学教育中发挥着重要作用，但往往在没有接受正规培训的情况下感到准备不足。门诊环境中的教学带来了独特的挑战，比如在有限时间内进行教学的困难。我们设计了一个简短、有针对性的干预措施，作为门诊环境中住院医师作为教师项目的初步需求评估，以解决这些问题。
设计了一个为期1天、时长2.5小时的工作坊，重点关注微技能、提供反馈以及解决门诊教学中常见障碍的方法。在干预前后分别对住院医师和医学生进行了调查，以评估该工作坊对住院医师在诊所教学的影响。
尽管干预后的调查显示住院医师的信心和自我报告的教学行为有所增加，但医学生的调查并未明确表明教学行为有所增加。关于反馈和微技能的理论教学以及后续的角色扮演被视为干预中最有帮助的部分。
仅靠自我评估不足以衡量我们教学干预的有效性。虽然医学生的数据有助于验证住院医师的自我报告，但我们干预措施的未来迭代应纳入对教学技能实施的客观第三方评估。
