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Needs Assessment for a Residents As Teachers Program in a Large, Academic Obstetrics and Gynecology Residency Program
2012 ASL Abstract
Objective: To assess the need for a Residents-As-Teachers curriculum in a large academic OB/Gyn residency training program.
Study Design: This is an IRB-approved, prospective study. Residents were observed at two clinical sites as they interacted with patients and medical students over a four-month period with each interaction rated on an 18-point evaluation checklist. Residents completed the same 18-point direct observation checklist adapted as a self-evaluation form.
Results: 12 observations of residents occurred. 41 of 48 residents completed the self-evaluation (85% response rate). In the observations, residents performed most consistently in the category of professional behavior. However, while residents endorsed modeling professional behavior and an upbeat approach to teaching on their self-evaluation, a large percentage of residents (41.6%) did not believe they efficiently managed their time in clinic when a learner was present.
Conclusions: Utilization of a combination of direct observation and self-evaluation facilitates the development of a comprehensive Residents-As-Teachers program that addresses both objective and perceived areas of weakness.
Key Words: Curriculum, Education, Obstetrics and Gynecology, Residents-As-Teachers
2012, Faculty, Residency Director, Residency Coordinator, Patient Care, Professionalism, Team-Based Learning, General Ob-Gyn,