Affiliation:
1. Department of Emergency Medicine David Geffen School of Medicine at UCLA Los Angeles California USA
2. UCLA School of Education and Information Studies Los Angeles California USA
3. Department of Emergency Medicine Emory University Atlanta Georgia USA
4. Johns Hopkins University School of Medicine Baltimore Maryland USA
Abstract
AbstractObjectivesThere is no unified approach for training residents to be teachers. Foundations of Emergency Medicine (FoEM) is a national program that provides free resident education in emergency medicine (EM) utilizing small‐group, case‐based instruction delivered by individual program faculty and residents. This study seeks to explore the FoEM resident‐as‐teacher (RaT) experience.MethodsWe conducted a mixed‐methods study of FoEM faculty site leaders and resident teachers in 2022. Site leaders completed an online survey consisting of multiple‐choice, completion, and free‐response items. We calculated descriptive statistics and applied a thematic qualitative analysis to free‐response items. We conducted semistructured interviews with resident teachers. Interview transcripts were analyzed using a thematic approach with a constructivist–interpretivist paradigm.ResultsA total of 133 of 180 (74%) site leaders completed the survey and 11 resident teachers were interviewed. Forty‐nine (37%) programs utilize resident instructors. The frequency of residents teaching and degree of faculty supervision varied. Commonly identified advantages include reinforcement of core content for resident teachers (44/49), structured format (35/49), and reduced need for faculty instructors (30/49). The most commonly identified challenges include variable instruction by residents (33/49) and challenge to providing feedback on teaching (20/49). Resident teachers identified benefits including strengthening residency community, improved EM knowledge, and greater teaching skills. For nearly all resident participants, FoEM RaT impacted their career goals by affirming their interest in teaching.ConclusionsThe FoEM curricular model appears to be a valuable and feasible method to incorporate a RaT experience into EM residency training programs.
Subject
Emergency Nursing,Education,Emergency Medicine
Reference73 articles.
1. Medical students' perceptions of themselves and residents as teachers
2. House staff attitudes toward teaching;Brown RS;J Med Educ,1970
3. Teaching in the clinical setting: factors influencing residents’ perceptions, confidence and behaviour
4. Reach out and teach someone: generalist residents' needs for teaching skills development;Morrison EH;Fam Med,2002
5. ACGME.Accreditation council for graduate medical education common program requirements (residency).2022. Accessed June 1 2023.https://www.acgme.org/globalassets/pfassets/programrequirements/cprresidency_2022v3.pdf