Psychiatric Residents’ Self-Assessment of Teaching Knowledge and Skills Following a Brief “Psychiatric Residents-as-Teachers” Course: A Pilot Study

Objectives Resident physicians have an important role in medical student teaching. There has been limited curriculum development in this area for general psychiatric residents. A 4-hour workshop for PGY-2 psychiatric residents was designed and implemented to improve residents’ self-assessment of the...

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Bibliographic Details
Published in:Academic psychiatry 2010-11, Vol.34 (6), p.442-444
Main Authors: Grady-Weliky, Tana A., Chaudron, Linda H., DiGiovanni, Sue K.
Format: Article
Language:English
Subjects:
Behavioral Objectives
Control Groups
Curriculum Development
Education, Medical, Graduate - organization & administration
Graduate Medical Education
Humans
Internship and Residency - manpower
Internship and Residency - standards
Knowledge Level
Learning Theories
Lifelong Learning
Medical Education
Medical Students
Medicine
Medicine & Public Health
Original Article
Peer Evaluation
Peer Teaching
Physicians
Pilot Projects
Professional Competence - standards
Psychiatry
Psychiatry - education
Psychiatry - methods
Self Efficacy
Self Evaluation (Individuals)
Staff Development - methods
Student Teaching
Surveys and Questionnaires
Teaching - manpower
Teaching - standards
Teaching Methods
Teaching Skills
Workshops
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Summary:Objectives Resident physicians have an important role in medical student teaching. There has been limited curriculum development in this area for general psychiatric residents. A 4-hour workshop for PGY-2 psychiatric residents was designed and implemented to improve residents’ self-assessment of their knowledge of the medical student curriculum and core teaching skills. Methods Residents completed pre- and postcourse self-assessments of their knowledge, skills, attitudes, and values about teaching. Descriptive statistics were obtained on pre- and postcourse data and were analyzed using t tests assuming unequal variance. Results Following course participation, there was statistically significant improvement in residents’ self-assessment of their knowledge of the medical student curriculum (p≤0.001), their self-assessment regarding perception of peers’ view of their teaching ability (p≤0.02), and their perceived knowledge of various teaching methods (p≤0.02). Conclusion Our findings suggest that a brief workshop may enhance psychiatric residents’ self-assessment of teaching knowledge and skills.
ISSN:1042-9670
1545-7230
DOI:10.1176/appi.ap.34.6.442