Factors that Contribute to Resident Teaching Effectiveness

• Published in: Curēus (Palo Alto, CA) CA), 2019-03, Vol.11 (3), p.e4290-e4290
• Main Authors: Rutz, Matt, Turner, Joseph, Pettit, Katie, Palmer, Megan M, Perkins, Anthony, Cooper, Dylan D
• Format: Article
• Language: English
• Subjects: Emergency medical care; Emergency Medicine; Medical Education; Medical students; Students; Teachers; Teaching
• ISSN: 2168-8184; 2168-8184
• DOI: 10.7759/cureus.4290

Background One of the key components of residency training is to become an educator. Resident physicians teach students, advanced practice providers, nurses, and even faculty on a daily basis. Objective The goal of this study was to identify the objective characteristics of residents, which correlate with perceived overall teaching effectiveness. Methods We conducted a one-year, retrospective study to identify factors that were associated with higher resident teaching evaluations. Senior emergency medicine (EM) teaching residents are evaluated by medical students following clinical teaching shifts. Eighteen factors pertaining to resident teaching effectiveness were chosen. Two items from the medical students' evaluations were analyzed against each factor: teaching effectiveness was measured on a five-point Likert scale and an overall teaching score (1-75). Results A total of 46 EM residents and 843 medical student evaluations were analyzed. The ACGME milestones for systems-based practice ( = 0.02) and accountability ( = 0.05) showed a statistically significant association with a rating of "five" on the Likert scale for teaching effectiveness. Three other ACGME milestones, systems-based practice ( = 0.01), task switching ( = 0.04), and team management ( = 0.03) also showed a statically significant association of receiving a score of 70 or greater on the overall teaching score. Conclusion Residents with higher performance associated with system management and accountability were perceived as highly effective teachers. USMLE and in-service exams were not predictive of higher teaching evaluations. Our data also suggest that effective teachers are working in both academic and community settings, providing a potential resource to academic departments and institutions.