Qualitative Insights into Resident Perceptions of Teaching Excellence and Educational Curricula

IF 2.6 3区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Journal of Surgical Education Pub Date : 2025-02-01 DOI:10.1016/j.jsurg.2024.103369

Kelsey R. Tieken MD MHPTT, Madeline R. Cloonan MD, Tiffany N. Tanner MD, Abbey L. Fingeret MD MHPTT

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引用次数: 0

Abstract

OBJECTIVE

The objective of this study was to understand the resident perspective on what makes an excellent surgical educator and to identify gaps in a single-institution-developed “Residents as Teachers” curriculum (RaTC) following the completion of the RaTC by residents at the institution.

DESIGN

A longitudinal 8-hour RaTC was developed and administered in 1-hour sessions over 2 years. Content included interactive clinical and technical skills teaching, feedback, evaluation and assessment, and interpersonal skills. Residents who had completed the RaTC were invited to participate in interviews exploring their perceptions of the RaTC and their own clinical teaching experiences. Interview comments were coded and analyzed for thematic content.

SETTING

This study took place at the University of Nebraska Medical Center (Omaha, NE). The RaTC was delivered between 2021-2023 and interviews were held in June of 2023.

PARTICIPANTS

The eligible cohort for this study included all general surgery residents in our general surgery program who had completed the full RaTC (PGY2 and above).

RESULTS

Seven subjects participated in interviews. Subjects reported that the RaTC helped enhance their skills as surgical educators and that teaching is an important part of their job. Thematic analysis identified 3 areas in which subjects commented on both facilitators and barriers to educating in the clinical environment: educator behaviors and teaching methodologies, learner attitudes and behaviors, and systemic factors. Residents felt uncomfortable teaching procedural tasks, giving constructive criticism, and finding time to teach throughout the day.

CONCLUSIONS

The RaTC was well received by our participants, who reported that it helped improve their ability to teach. However, they often felt uncomfortable implementing these skills in real-life scenarios with learners. Our curricula will be revised, and other training programs could design curricula to provide more time to practice these skills in particular in a low-stakes setting, which may help residents feel more confident utilizing them while teaching.

查看原文本刊更多论文

居民对卓越教学和教育课程的看法的定性见解。

目的：本研究的目的是了解住院医生对如何成为一名优秀的外科教育者的看法，并在住院医生完成RaTC课程后，确定单一机构开发的“住院医生作为教师”课程（RaTC）的差距。设计：一个8小时的纵向RaTC被开发出来，并在2年的时间里以1小时的时间进行管理。内容包括互动式临床与技术技能教学、反馈、评价与评估、人际交往技巧等。完成RaTC的住院医师被邀请参加访谈，探讨他们对RaTC的看法和他们自己的临床教学经验。访谈评论被编码并分析为主题内容。背景：本研究在内布拉斯加大学医学中心（Omaha， NE）进行。RaTC在2021-2023年之间交付，面试于2023年6月举行。参与者：本研究的合格队列包括我们普外科项目中完成完整RaTC （PGY2及以上）的所有普外科住院医师。结果：7名受试者参与访谈。受试者报告说，RaTC帮助提高了他们作为外科教育者的技能，教学是他们工作的重要组成部分。专题分析确定了受试者对临床环境中教育的促进因素和障碍进行评论的3个领域：教育者的行为和教学方法，学习者的态度和行为，以及系统因素。居民们在教授程序性的任务、提出建设性的批评以及全天找时间教学时感到不舒服。结论：RaTC受到了我们的参与者的好评，他们报告说它有助于提高他们的教学能力。然而，在现实生活中与学习者一起实施这些技能时，他们常常感到不舒服。我们的课程将被修改，其他培训项目可以设计课程，提供更多的时间来练习这些技能，特别是在低风险的环境中，这可能会帮助住院医生在教学中更有信心地使用它们。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Surgical Education EDUCATION, SCIENTIFIC DISCIPLINES-SURGERY

CiteScore

5.60

自引率

10.30%

发文量

261

审稿时长

48 days

期刊介绍： The Journal of Surgical Education (JSE) is dedicated to advancing the field of surgical education through original research. The journal publishes research articles in all surgical disciplines on topics relative to the education of surgical students, residents, and fellows, as well as practicing surgeons. Our readers look to JSE for timely, innovative research findings from the international surgical education community. As the official journal of the Association of Program Directors in Surgery (APDS), JSE publishes the proceedings of the annual APDS meeting held during Surgery Education Week.