Purpose: The aim of this study is to assess whether utilization of structured teaching materials will enhance resident teaching with medical students.
Background: Residents spend 25% of their time teaching students, and both students and residents have reported enjoying these experiences. However, residents physicians receive little guidance when teaching medical students, which results in medical students feeling disconnected. The aim of this study is to assess whether utilization of structured teaching materials will enhance resident teaching with medical students.
Methods: This is a prospective study utilizing cross-sectional surveys during the pilot phase after introducing the use of structured teaching materials for one month. This is a survey study using a convenience sample of 19 resident physicians in one obstetrics and gynecology program. The primary outcome will be residents\' preparedness, and time spent with medical students. Secondary outcomes will be quality of interactions, and preparedness of medical students.
Results: Seventeen residents consented to participate, and 16 residents complete both the initial and first monthly survey. More than a third of residents reported not having any training on teaching medical students (76.5%, 13 of 17). One-third of respondents reported using the structured teaching modules often or sometimes (31.3%, 5 of 16). More residents agreed with the statement “I feel prepared to teach medical students” at baseline (70.6% vs. 68.8%). After implementing teaching modules, fewer residents reported spending 4 or more times a week engaging in teaching sessions lasting 10 minutes or more (29.4% vs. 12.5%).
Discussions: Structured teaching modules did not improve resident preparedness or time spent teaching. Additional research should investigate the content of resident teaching discussions, and how best to improve teaching modules.
Topics: CREOG & APGO Annual Meeting, 2022, Student, Resident, Clerkship Director, Residency Director, Patient Care, Medical Knowledge, Interpersonal & Communication Skills, GME, UME, Lecture, Problem-Based Learning,
Jordan Meyer, MD, The University of Kansas School of Medicine-Wichita; Jennifer Keomany, MPH; Taylor Bertschy, DO
