TY  - JOUR
DO  - 10.22454/PRiMER.2024.426719
VL  - 8
DA  - 2024/07/10
N2  - Introduction: Residents play an important role in medical education, yet often feel unprepared without formal training. Teaching in the ambulatory setting raises unique challenges such as the difficulty of educating in a limited amount of time. We designed a brief, focused intervention as an initial needs assessment for a residents-as-teachers program in an ambulatory setting to address these concerns.
Methods: A 1-day, 2.5-hour workshop was designed focusing on microskills, providing feedback, and ways to address common barriers in ambulatory teaching. Pre- and postintervention surveys were conducted with both residents and medical students to assess the effects of the workshop on resident teaching in the clinic.
Results: Although postintervention surveys showed increased resident confidence and self-reported teaching behaviors, medical student surveys did not clearly demonstrate an increase in teaching behaviors. Didactic teaching on feedback and microskills with follow-on role playing were seen as the most helpful parts of the intervention.
Conclusions: Self-assessment alone is an inadequate measure of effectiveness of our teaching intervention. While medical student data can help verify resident self-report, future iterations of our intervention should incorporate objective, third-party evaluation of teaching skill implementation.
PB  - Society of Teachers of Family Medicine
AU  - Zhang, Gregory
AU  - Crispell, Rachel
AU  - Koch, John J.
L2  - http://journals.stfm.org/primer/2024/zhang-2023-0098
L1  - http://journals.stfm.org/media/vdke0low/primer-8-40.pdf
TI  - Teaching on the Fly: A Needs Assessment for an Ambulatory Resident-as-Teacher Workshop 
ER  -