Impact of an Asynchronous Trainee-as-Teacher Curriculum on Teaching Self-Efficacy and Performance

Kathleen Timme
University of Utah

Introduction

Physicians are responsible for educating their patients, peers, and health professional learners. Therefore, it is crucial for trainees to have opportunities to develop and hone teaching skills during training. Resident-as-teacher curricula have developed in response to this need, but are largely classroom-based with limited opportunities to practice these valuable teaching skills. In the midst of the COVID-19 pandemic and clinical demands that challenge the feasibility of live classroom-based learning experiences, there is a need for online asynchronous learning opportunities for trainees. The aim of this study was to investigate the impact of an asynchronous online trainee-as-teacher curriculum on teaching performance and self-efficacy. 

Methods

Resident physicians enrolled in an elective program featuring four online modules, real-life teaching experiences, and a reflective writing assignment. Participants completed a self-efficacy assessment before and after completion of the curriculum. They also collected feedback forms from the individuals they taught during the teaching experiences. We applied the qualitative methodology grounded theory in analyzing the written reflection. 

Results

Self-efficacy improved after program completion, with 100% of participants indicating that they felt comfortable teaching patients, colleagues/attendings at or above their level of training, and learners junior to themselves. Teaching evaluations from patients and small group learners were also favorable. Key themes from the qualitative portion of the study support that participants gained knowledge about health literacy, small group teaching, and clinical teaching. 

Discussion

This pilot study showed that an online asynchronous trainee-as-teacher program with opportunities for teaching practice and self-reflection fostered development of self-efficacy and improved teaching performance.

The Residency Interview Prep Program: A novel curriculum to prepare medical students for residency interview

Ryann Quigley
New York University School of Medicine

Background: Applying and matching into residency programs is one of the most stressful and high stakes processes a medical student can go through during their training. A large variable in a student’s likelihood of matching rests in the interview performance. Given the importance of the residency interview shown in the 2020 Program Director Survey from the National Residency Matching Program, NYU Grossman School of Medicine expanded upon existing curriculum to develop a novel curriculum to better prepare students for the residency interview and use faculty time efficiently, known as the Residency Interview Coaching Sessions.

Aims: To increase student’s knowledge about the interview process, skill practice, feedback, reflection, and simulates the authentic residency program interview.

Methods: A mixed-methods study was conducted through a post-event survey examining student self-reported confidence and preparedness using a retrospective pre-post Likert-score survey. 62 of 88 students invited participated in the Residency Interview Coaching Program.

Results: 34 students submitted an evaluation, and those participated in the coaching sessions rated the sessions highly (m=4.64 of 5.00). Additionally, the differences in mean scores between pre- and post-surveys demonstrated showed statistical significance indicating increases in students reported ratings of confidence and preparedness for the interview process. Content analysis was conducted on qualitative answers that demonstrate this curriculum was valuable to students.

Conclusions: Performance during the residency interviews is the most important factor in ranking applicants. The Residency Interview Coaching Sessions helped students feel more prepared and confident prior to interviews.