Efficacy of a resident-as-teacher program (RATP) for general surgery residents: An evaluation of 3 Years of implementation - 09/12/21
Abstract |
Background |
Teaching is a responsibility of general surgery residents and formal teaching instruction is mandated. This study examines the efficacy of a formal RATP incorporated into our general surgery residency curriculum.
Methods |
The RATP was developed locally and delivered longitudinally over the course of the academic year, starting in 2017. Self-assessment surveys were distributed to residents before and after completion of the program each academic year. Medical students were surveyed regarding their impression of teaching on the surgical clerkship.
Results |
RATP data was collected annually. All sessions were highly rated. Residents reported improved teaching self-efficacy after participation. Medical student agreement with the statement ‘Residents provided effective teaching during the [surgery] clerkship’ increased from 68.6% prior to RATP implementation to 79.7% in the following years (p < 0.05).
Conclusions |
Incorporation of a locally developed RATP improved residents’ self-perceptions and medical student perception of residents as teachers. RATPs should be adopted widely.
Le texte complet de cet article est disponible en PDF.Highlights |
• | Implementation of a surgical resident-as- teacher program improved teaching self-efficacy. |
• | Medical student ratings of resident teaching improved in the years after addition of the RATP. |
• | Assessment of educational interventions across multiple outcome measures is necessary. |
• | Surgical RATPs should be incorporated throughout general surgery residency programs. |
Keywords : Teaching, General surgery, Resident, Medical student, Medical education
Plan
Vol 222 - N° 6
P. 1093-1098 - décembre 2021 Retour au numéro
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