A novel resident-as-teacher training program to improve and evaluate obstetrics and gynecology resident teaching skills

• Published in: Medical teacher 2012-01, Vol.34 (1), p.e52-e57
• Main Authors: Ricciotti, Hope A., Dodge, Laura E., Head, Julia, Atkins, K. Meredith, Hacker, Michele R.
• Format: Article
• Language: English
• Subjects: Data Collection; Educational evaluation; Faculty Evaluation; Feedback; Female; Graduate students; Gynecology; Gynecology - education; Humans; Internship and Residency; Male; Medical Students; Obstetrics - education; Self Evaluation (Individuals); Skills; Student Evaluation; Students, Medical; Teacher Education; Teacher Evaluation; Teacher Improvement; Teacher Qualifications; Teachers; Teaching; Teaching - standards; Teaching Skills; Videotape Recording
• ISSN: 0142-159X; 1466-187X
• DOI: 10.3109/0142159X.2012.638012

Background: Residents play a significant role in teaching, but formal training, feedback, and evaluation are needed. Aims: Our aims were to assess resident teaching skills in the resident-as-teacher program, quantify correlations of faculty evaluations with resident self-evaluations, compare resident-as-teacher evaluations with clinical evaluations, and evaluate the resident-as-teacher program. Method: The resident-as-teacher training program is a simulated, videotaped teaching encounter with a trained medical student and standardized teaching evaluation tool. Evaluations from the resident-as-teacher training program were compared to evaluations of resident teaching done by faculty, residents, and medical students from the clinical setting. Results: Faculty evaluation of resident teaching skills in the resident-as-teacher program showed a mean total score of 4.5 ± 0.5 with statistically significant correlations between faculty assessment and resident self-evaluations (r = 0.47; p