Background: Residents serve a critical role in medical student
education as near-peer educators. Positive experiences with residents and
perceived quality of teaching have been associated with improved clerkship
satisfaction and career choices in that discipline. ACOG and ACGME milestones
further emphasize the importance of residents as educators. While the role of
residents as preceptors is widely acknowledged, preparation for that role is
variable.
Methods: A single arm interventional study with pre and post
intervention analyses was used. A four part lecture series was designed and
implemented during obstetrics and gynecology resident didactics at the
University of Minnesota. Residents completed blinded and paired online
surveys pre and post lecture. 5 point Likert scale responses
were summarized and compared using Wilcoxon Signed Rank and Nominal Symmetry
tests.
Results: There was a statistically significant
difference in the distribution of rankings towards the positive between pre and
post surveys for questions regarding evaluation and teaching
. There were no statistically significant differences in the distribution of
rankings for questions regarding feedback. Barriers to teaching were also
identified qualitatively.
Discussions: Implementation of a teaching curriculum significantly
improved residents\' perceived preparedness and understanding of medical student
teaching and preceptorship but did not improve attitudes towards and frequency
of feedback. Strengths of this study include description of a novel, resident
led program. Limitations include a small sample size at a single institution
within a single specialty.
Topics: CREOG & APGO Annual Meeting, 2020, Resident, Faculty, Clerkship Director, Residency Director, Professionalism, Interpersonal & Communication Skills, GME, Assessment, Lecture, General Ob-Gyn,
