Zeeni Carine, Ibrahim Halah, Zgheib Nathalie Khoueiry, Saliba Elie, Moukarzel Marc, Obeid Reine, Abi Younes Nadine, Siddik Midhat, Honein Abou Haidar Gladys, Khoury Fatima Msheik-El
Department of Anesthesiology and Pain Medicine, American University of Beirut Medical Center, Beirut, Lebanon.
Accreditation Council for Graduate Medical Education, Vice President for International Outreach, Chicago, IL, USA.
Med Educ Online. 2025 Dec;30(1):2500555. doi: 10.1080/10872981.2025.2500555. Epub 2025 May 13.
Residents play a major role in medical student education during clinical clerkships. While various 'Residents-as-Teachers' (RAT) programs exist, few are tailored to anesthesiology, and little is known about students' perceptions of effective teaching behaviors in this setting. This study aimed to evaluate the effectiveness of an educational workshop designed to improve the quality of resident teaching and to assess its impact on medical student learning outcomes and satisfaction. We also sought to identify specific resident teaching behaviors that students consider important for their learning and determine which of these behaviors improved post-intervention. The intervention targeted 1 to 3 year clinical anesthesiology residents, and its effectiveness was evaluated through medical student feedback. We employed a pre-post-intervention design using a Quality of Supervision Questionnaire, with additional items on learning outcomes, career aspirations, and satisfaction. An open-ended question elicited students' feedback on the behaviors of effective resident teachers. Data were analyzed using descriptive statistics and thematic analysis. Twenty-two residents participated in the intervention, and 132 medical students completed the questionnaires (77/106 pre, 55/58 post). Post-intervention, the mean score for the overall quality of teaching increased significantly (2.98 ± 0.53 pre vs. 3.40 ± 0.46 post, < 0.001), with notable improvements across multiple domains. Student learning outcomes, interest in anesthesiology as a career, and rotation satisfaction improved significantly ( < 0.001). The percentage of students identifying effective teaching behaviors increased from 63% to 96%. Thematic analysis revealed more prevalent teacher characteristics and enhanced teaching strategies with a direct positive impact on learning. Our study emphasizes the importance of formal training for anesthesiology residents to enhance teaching quality and student learning. Findings provide effective resident teaching strategies which educators can use to refine training programs in anesthesiology. Future research should explore structured evaluations of resident perspectives on the training program and explore broader implementation across different specialties and institutions.
住院医师在医学生临床实习期间的教育中发挥着重要作用。虽然存在各种“住院医师即教师”（RAT）项目，但专门针对麻醉学的项目很少，而且对于学生在此环境中对有效教学行为的看法知之甚少。本研究旨在评估一个旨在提高住院医师教学质量的教育工作坊的有效性，并评估其对医学生学习成果和满意度的影响。我们还试图确定学生认为对他们的学习很重要的具体住院医师教学行为，并确定这些行为中哪些在干预后有所改善。该干预针对1至3年临床麻醉学住院医师，其有效性通过医学生反馈进行评估。我们采用干预前后设计，使用监督质量问卷，并增加了关于学习成果、职业抱负和满意度的项目。一个开放式问题引出了学生对有效住院医师教师行为的反馈。数据使用描述性统计和主题分析进行分析。22名住院医师参与了干预，132名医学生完成了问卷（干预前77/106，干预后55/58）。干预后，教学总体质量的平均得分显著提高（干预前2.98±0.53，干预后3.40±0.46，<0.001），多个领域都有显著改善。学生的学习成果、对麻醉学作为职业的兴趣以及轮转满意度显著提高（<0.001）。识别有效教学行为的学生比例从63%增加到96%。主题分析揭示了更普遍的教师特征和对学习有直接积极影响的强化教学策略。我们的研究强调了对麻醉学住院医师进行正规培训以提高教学质量和学生学习的重要性。研究结果提供了有效的住院医师教学策略，教育工作者可用于完善麻醉学培训项目。未来的研究应探索对住院医师对培训项目看法的结构化评估，并探索在不同专业和机构中的更广泛实施。
