Jonathan E. Karademos MD, MEHP, Lalena M. Yarris MD, MCR, Eric Steinberg DO, MEHP
{"title":"教住院医师教学：创新在线课程试点研究","authors":"Jonathan E. Karademos MD, MEHP, Lalena M. Yarris MD, MCR, Eric Steinberg DO, MEHP","doi":"10.1002/aet2.10946","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Introduction</h3>\n \n <p>Resident-as-teacher (RAT) curricula have improved teaching behavior, ability, and confidence among resident participants. However, there are limited data on the appropriate format, length, and content. With teaching being a core residency competency and residents delivering one-third of student teaching in the clinical setting, properly training residents in clinical teaching is essential. We created a formal, scalable, asynchronous RAT curriculum. We report the pilot implementation of this curriculum along with feasibility, user acceptability, and preliminary knowledge outcomes.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>In this pilot pre–post interventional study, senior emergency medicine residents completed a formalized online education curriculum during their “teach month.” The curriculum consisted of three online modules completed weekly over a 4-week rotation. Topics included adult learning, assessment and feedback, and group teaching. Several surveys were sent to residents before and after curriculum implementation. The surveys rated satisfaction and asked several education-specific knowledge questions to assess learning. Ratings were analyzed using means and confidence intervals (95%). Knowledge questions were graded and then analyzed by ANOVA and Fisher's LSD test.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>After the online modules were completed, the intervention group residents’ mean score on knowledge questions was significantly higher than that prior to the curriculum and significantly higher than that the control group (previous graduated residents; 6.00 vs. 2.70, <i>p</i> = 0.0001; and 6.00 vs. 3.00, <i>p</i> = 0.0003, respectively). This score was maintained 3 months after completing the online modules. Intervention group residents were more satisfied with the online education resources than the control group (<i>p</i> = 0.048).</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>Residents participating in a formalized online curriculum during their teach month demonstrate a high comprehension of education concepts and increased satisfaction with the provided educational resources and report high satisfaction with the teach month. Our pilot study suggests that a short online education-focused curriculum is an effective method of providing RAT training and may be applicable to clinical teachers across specialties and experience levels.</p>\n </section>\n </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"8 1","pages":""},"PeriodicalIF":1.7000,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Teaching residents to teach: A pilot study for an innovative online curriculum\",\"authors\":\"Jonathan E. Karademos MD, MEHP, Lalena M. Yarris MD, MCR, Eric Steinberg DO, MEHP\",\"doi\":\"10.1002/aet2.10946\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Introduction</h3>\\n \\n <p>Resident-as-teacher (RAT) curricula have improved teaching behavior, ability, and confidence among resident participants. However, there are limited data on the appropriate format, length, and content. With teaching being a core residency competency and residents delivering one-third of student teaching in the clinical setting, properly training residents in clinical teaching is essential. We created a formal, scalable, asynchronous RAT curriculum. We report the pilot implementation of this curriculum along with feasibility, user acceptability, and preliminary knowledge outcomes.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>In this pilot pre–post interventional study, senior emergency medicine residents completed a formalized online education curriculum during their “teach month.” The curriculum consisted of three online modules completed weekly over a 4-week rotation. Topics included adult learning, assessment and feedback, and group teaching. Several surveys were sent to residents before and after curriculum implementation. The surveys rated satisfaction and asked several education-specific knowledge questions to assess learning. Ratings were analyzed using means and confidence intervals (95%). Knowledge questions were graded and then analyzed by ANOVA and Fisher's LSD test.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>After the online modules were completed, the intervention group residents’ mean score on knowledge questions was significantly higher than that prior to the curriculum and significantly higher than that the control group (previous graduated residents; 6.00 vs. 2.70, <i>p</i> = 0.0001; and 6.00 vs. 3.00, <i>p</i> = 0.0003, respectively). This score was maintained 3 months after completing the online modules. Intervention group residents were more satisfied with the online education resources than the control group (<i>p</i> = 0.048).</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusions</h3>\\n \\n <p>Residents participating in a formalized online curriculum during their teach month demonstrate a high comprehension of education concepts and increased satisfaction with the provided educational resources and report high satisfaction with the teach month. Our pilot study suggests that a short online education-focused curriculum is an effective method of providing RAT training and may be applicable to clinical teachers across specialties and experience levels.</p>\\n </section>\\n </div>\",\"PeriodicalId\":37032,\"journal\":{\"name\":\"AEM Education and Training\",\"volume\":\"8 1\",\"pages\":\"\"},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2024-02-21\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"AEM Education and Training\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1002/aet2.10946\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"AEM Education and Training","FirstCategoryId":"1085","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/aet2.10946","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
摘要
导言：住院医师即教师（RAT）课程改善了住院医师参与者的教学行为、能力和信心。然而，关于合适的形式、长度和内容的数据却很有限。教学是住院医师的核心能力之一，住院医师在临床环境中承担了三分之一的学生教学任务，因此对住院医师进行适当的临床教学培训至关重要。我们创建了一个正式的、可扩展的异步 RAT 课程。我们报告了该课程的试点实施情况，以及可行性、用户接受度和初步知识成果。 方法 在这项试验性事后干预研究中，高年级急诊科住院医师在 "教学月 "期间完成了正式的在线教育课程。该课程由三个在线模块组成，每周完成一个为期四周的轮转。主题包括成人学习、评估和反馈以及小组教学。在课程实施前后，向住院医生发送了几份调查问卷。调查对满意度进行了评分，并提出了几个与教育相关的知识问题，以评估学习情况。评分采用平均值和置信区间（95%）进行分析。对知识问题进行评分，然后通过方差分析和费雪 LSD 检验进行分析。 结果 完成在线模块后，干预组住院医师在知识问题上的平均得分明显高于课程前的得分，且明显高于对照组（往届毕业住院医师；分别为 6.00 vs. 2.70，p = 0.0001；6.00 vs. 3.00，p = 0.0003）。在完成在线模块学习 3 个月后，该得分仍保持不变。干预组住院医师对在线教育资源的满意度高于对照组（p = 0.048）。 结论 在教学月期间参加正规化在线课程的住院医师对教育概念的理解能力较强，对所提供教育资源的满意度较高，并对教学月的满意度较高。我们的试点研究表明，以教育为重点的短期在线课程是提供 RAT 培训的有效方法，可能适用于不同专业和经验水平的临床教师。
Teaching residents to teach: A pilot study for an innovative online curriculum
Introduction
Resident-as-teacher (RAT) curricula have improved teaching behavior, ability, and confidence among resident participants. However, there are limited data on the appropriate format, length, and content. With teaching being a core residency competency and residents delivering one-third of student teaching in the clinical setting, properly training residents in clinical teaching is essential. We created a formal, scalable, asynchronous RAT curriculum. We report the pilot implementation of this curriculum along with feasibility, user acceptability, and preliminary knowledge outcomes.
Methods
In this pilot pre–post interventional study, senior emergency medicine residents completed a formalized online education curriculum during their “teach month.” The curriculum consisted of three online modules completed weekly over a 4-week rotation. Topics included adult learning, assessment and feedback, and group teaching. Several surveys were sent to residents before and after curriculum implementation. The surveys rated satisfaction and asked several education-specific knowledge questions to assess learning. Ratings were analyzed using means and confidence intervals (95%). Knowledge questions were graded and then analyzed by ANOVA and Fisher's LSD test.
Results
After the online modules were completed, the intervention group residents’ mean score on knowledge questions was significantly higher than that prior to the curriculum and significantly higher than that the control group (previous graduated residents; 6.00 vs. 2.70, p = 0.0001; and 6.00 vs. 3.00, p = 0.0003, respectively). This score was maintained 3 months after completing the online modules. Intervention group residents were more satisfied with the online education resources than the control group (p = 0.048).
Conclusions
Residents participating in a formalized online curriculum during their teach month demonstrate a high comprehension of education concepts and increased satisfaction with the provided educational resources and report high satisfaction with the teach month. Our pilot study suggests that a short online education-focused curriculum is an effective method of providing RAT training and may be applicable to clinical teachers across specialties and experience levels.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
