Rationale and Objectives
Radiology residents often teach medical students and other residents. Workshops developed with the goal of improving resident teaching skills are becoming increasingly common in various fields of medicine. The purpose of this study was to determine the prevalence and structure of resident-teacher training opportunities within radiology programs in the United States.
Method and Materials
Program directors with membership in the Association of Program Directors in Radiology (APDR) were surveyed to determine views on a panel of topics related to resident-teacher training programs.
Results
A total of 114 (56%) of 205 APDR members completed an online survey. Approximately one-third (32%) stated that their program provided instruction to residents on teaching skills. The majority of these programs (72%) were established within the last 5 years. Residents provided teaching to medical students (94%) and radiology residents (90%). The vast majority of program directors agreed that it is important for residents to teach (98%) and that these teaching experiences helped residents become better radiologists (85%). Ninety-four percent of program directors felt that the teaching skills of their residents could be improved, and 85% felt that residents would benefit from instruction on teaching methods. Only one-third of program directors felt their program adequately recognized teaching provided by residents.
Conclusion
Program directors identified residents as being active contributors to teaching in most programs. Although teaching was viewed as an important skill to develop, few programs had instituted a resident-teacher curriculum. Program directors felt that residents would benefit from structured training to enhance teaching skills. Future studies are needed to determine how best to provide teaching skills training for radiology trainees.
Residents contribute to the teaching of medical students and 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 .
Postgraduate accrediting bodies, including the Accreditation Council for Graduate Medical Education, consider teaching skills to be among a group of core competencies that residents must achieve during their training . Subsequently, the last decade has witnessed an increase in resident-focused workshops geared toward helping residents improve their teaching skills . In 2001, approximately one-half of Accreditation Council for Graduate Medical Education–accredited residency programs in family medicine, internal medicine, pediatrics, psychiatry, general surgery, and obstetrics-gynecology had established programs for residents to improve their teaching skills .
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Materials and methods
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Results
Program Director and Residency Program Demographics
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Table 1
Radiology Program Director and Residency Program Demographics
No. % Program director gender Male 80 70.2 Female 34 29.8 Years in practice <5 years 11 9.7 5–10 years 26 22.8 11–20 years 42 36.8 >20 years 35 30.7 Years as program director <2 years 38 33.3 2–5 years 34 29.8 >5 years 42 36.9 Number of radiology residents <10 12 10.5 10–20 26 22.8 >20 76 66.7 Residency program setting Academic 95 83.3 Private practice 19 16.7
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Radiology Resident Teaching Responsibilities
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Table 2
Radiology Resident Teaching Responsibilities ∗
Resident Teaching Activity No. % Teach medical students 107 93.9 Teach other radiology residents in the program 102 89.5 Deliver case conferences 103 90.4 Present at multidisciplinary conferences 76 66.7 Present at grand rounds 31 27.2
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Teaching Skills Training for Residents
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Table 3
Teaching Skills Training Opportunities
No. % Residents provided with regular feedback on teaching skills 57 50.0 Residents assigned a mentor for guidance with teaching preparation 60 52.6 Department offers instruction to faculty on teaching skills 32 28.1 Department offers instruction to residents on teaching skills 36 31.6 A) Years resident teaching skills program has been offered <1 year 7 19.4 1–2 years 9 25.0 3–5 years 10 27.8 >5 years 10 27.8 B) Teaching skills program is mandatory for all residents 23 63.9 C) Format of the resident teaching skills training program One time-workshop 26 72.2 Longitudinal lectures 9 25.0 Educational electives 1 2.8
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Barriers to Development of a Resident-teacher Training Program
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Table 4
Barriers to Offering Teaching Skills Instruction ∗
Survey Statement No. % Time constraints imposed by faculty clinical and research duties 69 60.5 Lack of faculty trained in medical education 65 57.0 Teaching is viewed as faculty role rather than resident role 23 20.2 Resident teaching skills are viewed as being currently adequate 17 14.9 Program directors not familiar with concept of teaching skills workshops 15 13.6
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Program Director Views on Resident-led Teaching
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Table 5
Program Directors’ Views on Resident-led Teaching ∗
Survey Statement Strongly
Disagree
No. (%) Disagree
No. (%) Neutral
No. (%) Agree
No. (%) Strongly
Agree
No. (%) Mean
Score † Views on resident role as teacher It is important for residents to participate in a teaching role 0
(0) 0
(0) 2
(1.8) 45
(39.8) 66
(58.4) 4.6 Teaching experiences help residents become better radiologists 0
(0) 2
(1.8) 4
(3.5) 43
(38.1) 64
(56.6) 4.5 Teaching done by residents complements teaching done by faculty 0
(0) 4
(3.5) 8
(7.1) 52
(46.0) 49
(43.4) 4.3 My department should emphasize the importance of residents as teachers 0
(0) 3
(2.7) 14
(12.4) 50
(44.2) 46
(40.7) 4.2 Teaching experiences increase resident satisfaction with training 0
(0) 5
(4.4) 20
(17.7) 52
(46.0) 36
(31.9) 4.1 Teaching during residency was an important part of my own training 18
(15.9) 26
(23.0) 22
(19.5) 28
(24.8) 19
(16.8) 3.0 Views on resident teaching skills The teaching skills of my residents can be improved 0
(0) 0
(0) 7
(6.2) 62
(54.9) 44
(38.9) 4.3 Many residents could benefit from a program which provides teacher skills training (i.e. teacher development course) 1
(0.9) 4
(3.5) 11
(9.7) 57
(50.4) 40
(35.4) 4.2 I believe teacher skills training should be started early in residency training 2
(1.8) 8
(7.1) 19
(16.8) 59
(52.2) 25
(22.1) 3.9 I believe there is a need for more teacher skills training during residency 0
(0) 10
(8.9) 18
(15.9) 58
(51.3) 27
(23.9) 3.9 I have been asked by my residents to include teacher skills training in the residency curriculum 23
(20.4) 51
(45.1) 30
(26.6) 4
(3.5) 5
(4.4) 2.3 Views on program recognition for teaching efforts Our program values teaching provided by faculty and adequately recognizes faculty teaching efforts 3
(2.7) 20
(17.7) 14
(12.4) 54
(47.8) 22
(19.4) 3.6 Our program values teaching provided by residents and adequately recognizes resident teaching efforts 6
(5.3) 35
(31.0) 33
(29.2) 31
(27.4) 8
(7.1) 3.0
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Factors Associated with Establishment of Resident-teacher Training Programs
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Discussion
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Acknowledgments
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