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Teaching Residents to Teach: Assessing Feedback for the Novice Educator
*Elizabeth D Fox, David T Harrington, Beth A Ryder, *Manuel Garcia-Toca, Kevin P Charpentier, Thomas Ng, William G Cioffi, Thomas J Miner
Rhode Island Hospital / Alpert Medical School of Brown University, Providence, RI
Objective: To determine the effectiveness of faculty-mentored educational conference on giving residents feedback about teaching behavior.
Design: Residents are expected to be excellent teachers; however, few programs provide sufficient training to help residents become successful educators and leaders. To address this deficiency, we introduced resident-led, faculty-mentored lectures for clerkship students as part of a comprehensive Residents as Educators Curriculum.
Setting: One hour lectures given during medical student clerkships. Lectures were prepared and given by the residents and proctored by surgical faculty.
Participants: PGY-2 and -3 residents (n=36); 3rd year medical students (n=545); surgical faculty (n=16).
Interventions: Observational study.
Main Outcome Measures: Students and faculty used a 15-item Teaching Effectiveness Instrument to rate each resident (1=poor, 5=excellent) on items including stating objectives and assessing for learning. Scores two standard deviations below the mean were considered “poor.”
Results: From 2009-2013, 55 lectures occurred, with average rating of 4.72. Although poor performances were identified by both faculty (13) and students (11), there was agreement on poor performance for only three. Senior faculty more frequently identified a poor performance lecture than junior faculty (12/21 (59%) vs. 1/24 (4%), p<0.01). Student evaluations of poorly performing lectures were globally low; faculty gave low scores on specific behaviors. Areas most commonly scored low by faculty were assessing learner needs, making eye contact, and integrating questions effectively into discussion.
Conclusions: Faculty-proctored resident educational conference provides residents with an opportunity to develop teaching skills. Senior faculty gave the most critical feedback and often identified specific areas for resident improvement. Faculty development emphasizing effective teaching techniques may help make the time commitment necessary for this activity more productive for junior faculty members.
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