A novel resident-as-teacher training program to improve and evaluate obstetrics and gynecology resident teaching skills

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Practice points

Residents play a significant role in teaching, but formal training, feedback, and evaluation are needed. The resident-as-teacher program uses simulated teaching scenarios as a both a training method and a formal assessment method for resident teaching skills. Resident-as-teacher program evaluations were significantly correlated with faculty and resident evaluations in the clinical setting, while medical student evaluations were not. Self-assessment of teaching abilities is only moderately correlated with observed measures from the resident-as-teacher program and needs to be used cautiously.

Figure 1. Resident-as Teacher Evaluation Tool.

Figure 2. Resident-as-Teacher Annual Protocol.

Table 1.  Resident-as-teacher evaluation of teaching skills.

Teaching skill	Faculty Mean ± SD	Self Mean ± SD	Correlation R (P)	Faculty – Self Mean difference (95% CI)
Total Score	4.5 ± 0.5	4.0 ± 0.5	0.47 (<0.001)	0.4 (0.3 – 0.6)
Climate	4.6 ± 0.6	4.3 ± 0.5	0.17 (0.23)	0.3 (0.04 – 0.4)
Elicit background	4.3 ± 0.9	3.9 ± 0.8	0.43 (0.001)	0.4 (0.2 – 0.6)
Body language	4.7 ± 0.6	4.3 ± 0.7	0.36 (0.009)	0.4 (0.2 – 0.6)
Open-ended	4.3 ± 0.8	3.9 ± 0.8	0.39 (0.004)	0.4 (0.2 – 0.7)
Elicit thoughts	4.2 ± 0.9	3.8 ± 0.8	0.33 (0.02)	0.4 (0.1 – 0.7)
Factual correctness	4.6 ± 0.6	4.0 ± 0.6	0.38 (0.006)	0.9 (0.5 – 0.9)

Figure 3. Teaching Evaluations by Post Graduate Year Figure 3 displays the overall mean teaching evaluation scores by postgraduate year. The stars with the dotted line represent scores given by medical students; the closed circles with the dashed line represent scores given by residents; the closed triangles with the dotted line represent scores given by the attendings; the open squares represent scores given by the faculty in the RAT program; the closed squares represent resident self-evaluation scores in the RAT program.

Table 2. Correlations of resident-as-teacher evaluations with clinical setting evaluations.

Resident-as-teacher evaluations	Clinical setting teaching evaluations
Faculty n = 30 residents 1–3 evaluations/resident	Attending n = 2–16 evaluations/resident		Resident n = 4–15 evaluations/resident		Medical student n = 2–16 evaluations/resident
Resident-as-teacher Mean ± SD	Mean ± SD	R (P)	Mean ± SD	R (P)	Mean ± SD	R (P)
4.5 ± 0.5	4.2 ± 0.4	0.43 (0.001)	4.3 ± 0.4	0.36 (0.009)	4.5 ± 0.4	0.07 (0.64)

Table 3.  Resident perceptions of resident-as-teacher program.

Component	Mean ± SD
Helpfulness of the program
Resident-as-teacher overall	4.1 ± 0.7
Videotaped self review	4.2 ± 0.8
Receiving faculty feedback	4.6 ± 0.6
Recognized importance of teaching	4.6 ± 0.6
Confidence in teaching settings
One-on-one	3.8 ± 0.8
Small groups	3.2 ± 0.8
Giving a lecture	2.8 ± 1.0
Providing feedback	3.1 ± 0.7