Drexel University / St. Christopher's Hospital for Children
Background: The Accreditation Council for Graduate Medical Education mandates that residents must receive specific instruction on how to teach others during their training. Many residency programs fulfill this requirement through various resident-as-teacher (RaT) curricula. At St. Christopher’s Hospital for Children, the pediatric residency program employs a high-fidelity simulation that is created, facilitated, and debriefed by a third-year pediatric resident. The goal of the activity is to provide the third-year resident with the opportunity to teach in a venue in which they have minimal experience.
Aim: The main aim of this study was to assess the perspectives of third-year pediatric residents who conducted a RaT simulation as well the perspectives of first- and second-year pediatric residents who participated, in regard to comfort with teaching and delivering feedback using simulation.
Methods: A convergent mixed-methods study approach was used to assess resident perspectives on teaching and feedback delivery through the administration of surveys and semi-structured interviews.
Results: 37% of third-year residents felt “very comfortable” using simulation to teach junior learners and 62.5% felt “very comfortable” providing feedback to junior learners using simulation after completion of the RaT simulation.
Conclusions: The inclusion of a resident created, designed, and debriefed simulation as part of a RaT curriculum can help to improve overall comfort in teaching and feedback delivery, and may in turn impart valuable skills that can be applied to other educational sessions.
