Teaching the Trainee Teachers A Resident and Faculty

Teaching the Trainee Teachers A Resident and Faculty Teaching Workshop Bill Cayley MD MDiv

Objectives At the conclusion of this presentation participants will be able to: �Describe educational methods for training residents as teachers in the outpatient family medicine setting. �Discuss methods for improving consensus on clinical teaching expectations between residents and faculty. �Discuss “lessons learned” from prior RAT training that can be applied to education of residents for teaching in participants’ home settings.

We may not be the teachers we think we are…

Background �Residents �Part of the educational team for medical students. �“Senior” residents expected to teach “junior” residents. �Most “Resident as teacher” (RAT) programs based on in-patient ward setting �Family practice residents also (predominantly? ) teach in the out-patient family medicine clinic setting. �Prior study has found… �Most resident-as-teacher (RAT) programs have positive outcomes �Heterogeneity of studies has prevented identification of key characteristics for a successful RAT program.

Selected references � Singh S. Senior Resident Training on Educational Principles (STEP): A Proposed � � � Innovative Step from a Developing Nation. J Educ Eval Health Prof. 2010 Dec 1; 7: 3. Soriano RP, Blatt B, Coplit L, Cichoski. Kelly E, Kosowicz L, Newman L, Pasquale SJ, Pretorius R, Rosen JM, Saks NS, Greenberg L. Teaching medical students how to teach: a national survey of students-as-teachers programs in U. S. medical schools. Acad Med. 2010 Nov; 85(11): 1725 -31. Ostapchuk M, Patel PD, Miller KH, Ziegler CH, Greenberg RB, Haynes G. Improving residents' teaching skills: a program evaluation of residents as teachers course. Med Teach. 2010; 32(2): e 49 -56. Sánchez-Mendiola M, Graue-Wiechers EL, Ruiz-Pérez LC, García-Durán R, Durante-Montiel I. The resident-as-teacher educational challenge: a needs assessment survey at the National Autonomous University of Mexico Faculty of Medicine. BMC Med Educ. 2010 Feb 16; 10: 17. Hill AG, Yu TC, Barrow M, Hattie J. A systematic review of resident-as-teacher programmes. Med Educ. 2009 Dec; 43(12): 1129 -40. Post RE, Quattlebaum RG, Benich JJ 3 rd. Residents-as-teachers curricula: a critical review. Acad Med. 2009 Mar; 84(3): 374 -80. Morrison EH, Rucker L, Boker JR, Gabbert CC, Hubbell FA, Hitchcock MA, Prislin MD. The effect of a 13 -hour curriculum to improve residents' teaching skills: a randomized trial. Ann Intern Med. 2004 Aug 17; 141(4): 257 -63.

Current project Aims: � Use a 3 -hour RAT workshop to educate residents and faculty together in key strategies for successful clinical teaching. � Improving consistency of teaching expectations between residents and faculty. � Obtaining qualitative data to further guide development of the RAT curriculum.

Methods A three hour “Clinical Teaching Workshop” has been conducted at our residency site in 2010 and 2011 Resident and faculty participant surveys used to guide revisions for future workshop sessions.

Clinical Teaching Workshop 2010 Teaching Models �SNAPPS, Activated Demonstration, Aunt Minnie, OMP Feedback �“Ask, tell/teach, ask” Practice �Groups of 3, rotate roles �Student presents, Preceptor precepts, Observer gives feedback Survival skills �Efficiency, organization, logistics

Clinical Teaching Workshop 2011 Teaching Models �SNAPPS, Activated Demonstration, Aunt Minnie, OMP �Demonstration videos (http: //www. practicalprof. ab. ca/) * Feedback �“Ask, tell/teach, ask” Practice �Groups of 3, rotate roles �Student presents, Preceptor precepts, Observer gives feedback Survival skills

Evaluation – survey responses 1 = Strongly disagree, 5 = Strongly agree This session will help me use the “microskills” model of precepting. 2010 4. 36 2011 4. 36 This session will help me giving constructive feedback. 2010 4. 36 2011 4. 29 This session helped me identify an area for personal improvement in teaching encounters. 2010 4. 43 2011 4. 36 This session helped me understand what other residents and faculty expect in teaching encounters. 2010 4. 36 2011 4. 26

Evaluation – survey responses What did you like best about this session? (quotes from evaluations) � Practicing, role playing, detailed handout, see preceptor’s point of view, getting feedback, the possibility to see a different perspective, learning different approaches What could be improved about it? � More faculty should be present, video demonstration (2010), we could talk about how to deal with our mistakes, more practice time, more videos What will you do differently after having participated? � Focus on how I interact with people I am in charge of teaching, practice different teaching modules, try to use the microskills model, “I will be more patient and not use ‘negative’ teaching, I will be more organized in how I give feedback

Discussion �Residents valued �Exposure to teaching models �Practice teaching �Practice w/ feedback �Video demonstrations aided comprehension �“Logistics” session provided for brainstorming �More time desired for practice �Greater faculty involvement desired

Resources � The Residents’ Teaching Skills Website. www. residentteachers. com � Practical. Prof (http: //www. practicalprof. ab. ca/) � Office Precepting. http: //fmdrl. org/2691 � Orientation to the Teaching Role. http: //fmdrl. org/1060