A behaviorally anchored assessment tool for bedside teaching in the emergency department

• Published in: AEM education and training 2022-08, Vol.6 (4), p.e10789-n/a
• Main Authors: Ijaz, Hamza, Stull, Matthew, McDonough, Erin, Paulsen, Robbie, Hill, Jeffrey
• Format: Article
• Language: English
• Subjects: Innovations Report
• ISSN: 2472-5390; 2472-5390
• DOI: 10.1002/aet2.10789

Evaluating a resident's development as a bedside educator in the emergency department (ED) is challenging. Teaching consults, where trainees are observed and assessed in their teaching skills, have been used to improve bedside teaching. Within emergency medicine, there are a few assessment tools to evaluate a clinician's bedside teaching, with the majority focusing on faculty. A user‐friendly assessment tool adapted to the ED that emphasizes behaviorally anchored, milestone‐based evaluations for residents has yet to be developed. We sought to develop such an assessment tool for evaluating residents' bedside teaching in the ED. Using a nominal‐group consensus‐building technique, we derived the bedside teaching assessment tool. The consensus‐building panel was composed of clinician‐educators with extensive experience in resident education. The teaching consult process consisted of the consultant, a faculty member with a focus in medical education, directly observing a resident's bedside teaching throughout their shift while filling out the evaluation form based on observed behaviors. A total of 35 consults were provided to 30 individual residents. The mean (±SD) scores for the 35 consults for the learning climate, content teaching, supervision, feedback and evaluation, and self‐assessment were 3.84 (±0.75), 3.56 (±0.58), 3.70 (±0.60), 3.64 (±0.77), and 3.92 (±0.45), respectively. The median scores for the above domains were 4, 3.5, 4, 3.5, and 4, respectively. The tool has acceptable internal consistency with a Cronbach's alpha of 0.723 (95% CI 0.469–0.839). Eleven of 13 (85%) residents who provided feedback agreed or strongly agreed that the quantitative feedback provided by the assessment tool was useful. Twelve of 13 (92%) residents found the consultation process to be unobtrusive to their clinical performance. In conclusion, this novel behaviorally anchored assessment tool for bedside teaching can serve as a useful adjunct to a teaching consult and provide useful feedback for the development of residents' bedside teaching skills.