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.
