Rationale and Objectives
Teaching is considered an essential competency for residents to achieve during their training. Instruction in teaching skills may assist radiology residents in becoming more effective teachers and increase their overall satisfaction with teaching. The purposes of this study were to survey radiology residents’ teaching experiences during residency and to assess perceived benefits following participation in a teaching skills development course.
Materials and Methods
Study participants were radiology residents with membership in the American Alliance of Academic Chief Residents in Radiology or the Siemens AUR Radiology Resident Academic Development Program who participated in a 1.5-hour workshop on teaching skills development at the 2010 Association of University Radiologists meeting. Participants completed a self-administered, precourse questionnaire that addressed their current teaching strategies, as well as the prevalence and structure of teaching skills training opportunities at their institutions. A second postcourse questionnaire enabled residents to evaluate the seminar and assessed new knowledge and skill acquisition.
Results
Seventy-eight residents completed the precourse and postcourse questionnaires. The vast majority of respondents indicated that they taught medical students (72 of 78 [92.3%]). Approximately 20% of residency programs (17 of 78) provided residents with formal didactic programs on teaching skills. Fewer than half (46.8%) of the resident respondents indicated that they received feedback on their teaching from attending physicians (36 of 77), and only 18% (13 of 78) routinely gave feedback to their own learners. All of the course participants agreed or strongly agreed that this workshop was helpful to them as teachers.
Conclusions
Few residency programs had instituted resident teacher training curricula. A resident teacher training workshop was perceived as beneficial by the residents, and they reported improvement in their teaching skills.
Teaching is considered an essential competency for residents, as well as an accreditation standard by the Accreditation Council for Graduate Medical Education . Residents participate in the teaching of medical students and other residents and spend up to one quarter of their work hours teaching, evaluating, or supervising trainees . Although many residents enjoy teaching and consider it to be an important component of their training , many feel inadequately prepared to teach . Formal instruction in effective teaching methods is desired by resident trainees .
The past decade has witnessed an increase in resident-focused workshops geared toward helping residents improve their teaching skills . In 2001, approximately half of Accreditation Council for Graduate Medical Education–accredited residency programs in family medicine, internal medicine, pediatrics, psychiatry, general surgery, and obstetrics and gynecology had established programs for residents to improve their teaching skills . A recent survey of radiology residency programs indicated that fewer than one third of programs offered training programs to enhance the teaching skills of residents . These programs may be challenging to incorporate into residency training for several reasons, including time pressures and a lack of faculty training in medical education . One solution may be to centralize teacher training opportunities by offering workshops at annual radiology meetings with high resident attendance .
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Materials and methods
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Results
Demographics
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Table 1
Radiology Resident and Residency Program Demographics
Characteristic n (%) Resident gender Male 58 (74.4%) Female 20 (25.6%) Year of residency training 1 2 (2.6%) 2 32 (41.0%) 3 42 (53.8%) 4 2 (2.6%) Residency program setting Academic 65 (88.2%) Private practice 9 (11.8%) Resident teacher training program in radiology program 17 (21.8%) Format of resident teacher training program if available Workshop 11 (64.7%) Lecture 6 (35.3%)
Reported numbers are based on 78 or fewer respondents. Some respondents did not answer all questions.
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Teaching Skills Training for Residents
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Radiology Resident Teaching Experiences
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Table 2
Radiology Resident Teaching Experience
Resident Teaching Activity n (%) Attended a workshop outside own radiology program on teaching 13 (16.6%) Deliver case conferences 49 (64.5%) Teach medical students 72 (92.3%) Present at multidisciplinary conferences 45 (57.7%) Present at grand rounds 17 (21.8%) Feedback on resident-led teaching From faculty members 10 (12.0%) From peers 5 (6.5%) From both faculty members and peers 21 (27.3%) No feedback 41 (53.2%) Resident assigned a mentor to help with teaching preparation 12 (15.4%) Residents feel their teaching is valued by the department 56 (73.7%) Would like more training on teaching skills at their own institutions 66 (86.9%)
Reported numbers are based on 78 or fewer respondents. Some respondents did not answer all questions.
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Resident Self-assessment of Teaching Effectiveness
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Table 3
Residents’ Perceptions of Their Own Teaching Skills Prior to the Workshop
Survey Statement Strongly Disagree Disagree Neutral Agree Strongly Agree Mean Score ∗ In my teaching interactions, I… Learning climate Show enthusiasm 0 (0%) 1 (1.3%) 13 (16.7%) 43 (55.1%) 21 (26.9%) 4.1 Encourage learners to participate in discussion 0 (0%) 4 (5.1%) 13 (16.7%) 39 (50.0%) 22 (28.2%) 4.0 Encourage learners to bring up problems 0 (0%) 9 (11.5%) 23 (29.5%) 29 (37.2%) 17 (21.8%) 3.7 Show respect for learners 0 (0%) 0 (0%) 0 (0%) 24 (30.9%) 54 (69.2%) 4.7 Communication of goals State goals clearly at the beginning of the session 5 (6.5%) 12 (15.6%) 27 (35.1%) 25 (32.5%) 8 (10.4%) 3.2 State relevance of goals to learners 3 (3.9%) 7 (9.2%) 25 (32.9%) 30 (39.5%) 11 (14.5%) 3.5 Promoting understanding and retention Relate current information to previous knowledge 0 (0%) 2 (2.6%) 27 (34.6%) 41 (52.6%) 8 (10.2%) 3.7 Explain to learners why they are correct or incorrect after I ask them a question 1 (1.3%) 0 (0%) 18 (23.1%) 36 (46.1%) 23 (29.5%) 4.0 Evaluation Evaluate learners’ knowledge of factual medical information 1 (1.3%) 11 (14.3%) 38 (49.3%) 20 (26.0%) 7 (9.1%) 3.3 Evaluate learners’ ability to apply medical knowledge 2 (2.6%) 8 (10.4%) 37 (48.0%) 24 (31.2%) 6 (7.8%) 3.1 Feedback Ask learners to self-assess their knowledge and skills 7 (9.5%) 29 (39.2%) 25 (33.8%) 12 (16.2%) 1 (1.3%) 2.6 Offer learners suggestions for improvement 4 (5.4%) 14 (18.9%) 34 (46.0%) 18 (24.3%) 4 (5.4%) 3.1 Promote self-directed learning Motivate learners to learn on their own 3 (3.9%) 12 (15.6%) 30 (39.0%) 25 (32.5%) 7 (9.1%) 3.3
Reported numbers are based on 78 or fewer respondents. Some respondents did not answer all questions.
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Impact of the Resident Teaching Skills Training Workshop on Improvement of Teaching Skills
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Table 4
Residents’ Perceptions of How the Workshop May Affect Their Future Teaching
Survey Statement Strongly Disagree Disagree Neutral Agree Strongly Agree Mean Score ∗ Following the course… My understanding of adult teaching principles has increased 0 (0%) 0 (0%) 0 (0%) 36 (46.2%) 42 (53.8%) 4.5 I am more aware of my own strengths and weaknesses as a teacher 0 (0%) 0 (0%) 8 (10.3%) 34 (43.6%) 36 (46.2%) 4.3 I believe that my enjoyment with teaching will increase 0 (0%) 0 (0%) 11 (14.1%) 36 (46.2%) 31 (39.7%) 4.3 I feel more confident that I will be able to teach in different settings 0 (0%) 0 (0%) 6 (7.8%) 40 (51.9%) 31 (40.3%) 4.3 I will be more likely to assess learner’s prior knowledge 0 (0%) 1 (1.3%) 7 (9.2%) 37 (48.7%) 31 (40.8%) 4.3 I understand better how to make my teaching relevant to the learner 0 (0%) 0 (0%) 2 (2.6%) 36 (46.1%) 40 (51.3%) 4.5 I will use one-minute preceptor in my future teaching 0 (0%) 0 (0%) 6 (7.7%) 37 (47.4%) 35 (44.9%) 4.4 I feel more comfortable to give feedback 0 (0%) 0 (0%) 9 (11.5%) 40 (51.3%) 29 (37.2%) 4.3 I feel more confident to give a large group session 0 (0%) 0 (0%) 15 (19.2%) 37 (47.4%) 26 (33.3%) 4.1 I appreciate the importance of a positive learning climate 0 (0%) 0 (0%) 1 (1.3%) 30 (38.5%) 47 (60.2%) 4.6 I will seek to continually improve my teaching skills 0 (0%) 0 (0%) 1 (1.3%) 30 (38.5%) 47 (60.2%) 4.6 I feel more confident in my role as a teacher 0 (0%) 0 (0%) 8 (10.2%) 40 (51.3%) 30 (38.5%) 4.3
Reported numbers are based on 78 or fewer respondents. Some respondents did not answer all questions.
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Course Evaluation
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Table 5
Course Evaluation by the Residents
Survey Statement Strongly Disagree Disagree Neutral Agree Strongly Agree Mean Score ∗ It would be helpful to incorporate a workshop like this early in the residency training program 1 (1.3%) 0 (0%) 3 (3.8%) 25 (32.1%) 49 (62.8%) 4.6 The workshop was well planned 0 (0%) 0 (0%) 3 (3.9%) 26 (33.3%) 49 (62.8%) 4.6 The duration of individual topics was appropriate 0 (0%) 1 (1.3%) 4 (5.1%) 35 (44.9%) 38 (48.7%) 4.4 The following topics should be included in the next workshop: Principles of teaching 0 (0%) 0 (0%) 2 (2.6%) 32 (42.1%) 42 (55.3%) 4.5 One minute preceptor 0 (0%) 0 (0%) 3 (3.8%) 23 (29.5%) 52 (66.7%) 4.6 Case conference 0 (0%) 0 (0%) 2 (2.6%) 27 (34.6%) 49 (62.8%) 4.6 Large group teaching 0 (0%) 0 (0%) 7 (9.0%) 26 (33.3%) 49 (57.7%) 4.3 Overall, this workshop was helpful for me as a teacher 0 (0%) 0 (0%) 0 (0%) 33 (42.3%) 45 (57.7%) 4.6
Reported numbers are based on 78 or fewer respondents. Some respondents did not answer all questions.
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Factors Associated with Self-reported Precourse Teaching Effectiveness Scores
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Discussion
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Conclusions
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Acknowledgment
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