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Gaining Resident Buy-In: Three Year Follow Up of a Resident-Led Resident as Teacher Program
Purpose: To evaluate teaching culture in an OB/GYN residency
three years after the initiation of a Resident-Led Resident as Teacher (RLRT)
Background: In October 2016, a RLRT program was created to foster
the growth of clinician-educators by providing opportunities for direct instruction
of medical students, educational leadership and professional development.
Residents completing 25 hours of educational work are recognized as
Distinguished Resident Educators at graduation.
Methods: We reviewed end of clerkship evaluations of resident
teaching from July 2016 - June 2019. We also surveyed residents annually
regarding teaching skills and views of the RLRT program in October 2016-2018.
Chi-square and Kruskal-wallis testing were used for statistical analysis.
Results: For 2018-2019 academic year, 48% of medical students
strongly agreed that residents provided effective teaching compared to 30% in
2016-2017 (p< 0.01). Of 48 residents, 42 (88%), 34 (71%), and 30 (63%)
residents completed the survey in 2016, 2017, and 2018, respectively. In
2018, 93% of PGY1s and PGY2s intended to be recognized as Distinguished
Resident Educators, compared to 56% of PGY3s and PGY4s (p=0.02). Incoming
PGY1s in 2018 rated themselves higher on average in teaching skills than PGY1s
in 2016, specifically in making mini-lectures and guiding students to
evidenced-based medicine resources (p< 0.01). All of the PGY1s (100%)
in 2018 felt that the RLRT positively influenced their decision to join the
A RLRT program can strengthen the teaching culture by
increasing the effectiveness of resident teachers and aiding in recruitment of
residents interested in resident teaching.
CREOG & APGO Annual Meeting, 2020, Student, Resident, Faculty, Clerkship Director, Residency Director, Professionalism, Interpersonal & Communication Skills, GME, UME, Team-Based Learning,