Direct observation as a tool for needs assessment of resident teaching skills in the ambulatory setting - 28/08/11
, Linda McCarty-Gillespie, BA a, Diane M Magrane, MD b
Reprint requests: Nadine T. Katz, MD, Department of Obstetrics and Gynecology and Women's Health, Albert Einstein College of Medicine, 1300 Morris Park Ave, Belfer Educational Center, Room 512, Bronx, NY 10461.Abstract |
Objective |
This study was undertaken to develop and test a tool for direct observation of resident clinical teaching skills as a needs assessment before designing programs to improve teaching.
Study design |
An 18-item checklist for a needs assessment of teaching skills was developed. Residents were observed teaching medical students while providing care in outpatient clinics. Teaching skills were documented by using the checklist, with each item assessed for performance only. Observations were compared across levels of resident education.
Results |
Fifty-four encounters were observed and scored. There was no difference in frequency of skill performance with advancing level of training. Items relating to orientation and feedback were observed less frequently than other skills.
Conclusion |
The combination of the needs assessment tool and direct observations was used to evaluate teaching skill deficiencies. This study confirmed the findings of the AAMC Medical Student Graduation Questionnaire (MSGQ) of the nationwide need to improve specific resident teaching skills.
Le texte complet de cet article est disponible en PDF.Keywords : Needs assessment, residents as teachers, skills learning, direct observation
Plan
 | Developed as part of the 2002–2003 APGO/Solvay Pharmaceuticals Educational Scholars Development Program. Presented at the Annual Meeting of CREOG/APGO, Anaheim, Calif, March 1-4, 2003. |
Vol 189 - N° 3
P. 684-687 - septembre 2003 Retour au numéro
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