Abstract
OBJECTIVE: To determine whether a short, 3-hour teaching skills workshop could improve residents’ teaching performances and attitudes toward teaching.
DESIGN: Controlled study.
PARTICIPANTS AND SETTING: Forty-four second- and third-year residents in a university-based internal medicine residency program.
INTERVENTIONS: Twenty-two residents were assigned to a nonparticipant (control) group, and 22 residents were assigned to a 3-hour teaching skills workshop designed to help them establish a positive learning climate and provide effective feedback to medical students.
MEASUREMENTS: Questionnaires completed by medical students and residents that measured the residents’ abilities to establish a positive learning climate and provide feedback, their overall teaching skills, and their attitudes toward teaching.
RESULTS: Four months after the workshop intervention, workshop participants improved their learning climate and feedback according to student evaluations (p=.02,p=.001, respectively) and resident self-assessmentsp=.002,p=.01, respectively) compared with nonparticipants. Overall teaching skills were not significantly changed (p=.20 for student evaluation andp=.09 for self-assessments). Workshop participants also gained more confidence in their teaching (p=.001), and adopted more learner-centered approaches to teaching than did nonparticipants.
CONCLUSIONS: A 3-hour instructional workshop is a feasible and effective method to help residents improve their teaching skills, their confidence in teaching, and the approaches they use to teach medical students on the wards.
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Received from the Division of General Medicine, Department of Medicine, University of Virginia School of Medicine, Charlottesville.
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Spickard, A., Corbett, E.C. & Schorling, J.B. Improving residents’ teaching skills and attitudes toward teaching. J Gen Intern Med 11, 475–480 (1996). https://doi.org/10.1007/BF02599042
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DOI: https://doi.org/10.1007/BF02599042