Objective Assessment of Resident Teaching Competency Through a Longitudinal,Clinically Integrated,Resident-as-Teacher Curriculum |
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| Institution: | 1. Division of Critical Care Medicine (MW Zackoff);2. Division of General and Community Pediatrics (FJ Real, D DeBlasio, JR Spaulding, and M Klein);3. Division of Emergency Medicine (B Sobolewski);4. Division of Hospital Medicine (N Unaka, K Jerardi, and M Klein);5. Department of Pediatrics, Cincinnati Children''s Hospital Medical Center and Department of Pediatrics, University of Cincinnati College of Medicine (MW Zackoff, FJ Real, D DeBlasio, B Sobolewski, N Unaka, K Jerardi, and M Klein), Ohio;1. Department of Pediatrics (C Naureckas Li and MR Flaherty),;2. Medicine (CA Sacks),;3. and Pediatric Surgery (PT Masiakos), Massachusetts General Hospital, Boston;4. Department of Child and Adolescent Psychiatry, New York University Langone Health (KA McGregor);5. Harvard Medical School, Boston, Mass (C Naureckas Li, CA Sacks, PT Masiakos, and MR Flaherty);1. Department of Pediatrics, Division of General Pediatrics (M Shankar, M Fagnano, SW Blaakman, and JS Halterman);2. School of Nursing (SW Blaakman and H Rhee), University of Rochester, Rochester, NY;1. Department of Pediatrics, University of Southern California Keck School of Medicine, Children''s Hospital Los Angeles (J Maniscalco and AC Gay);2. Department of Pediatrics, Baylor College of Medicine, The Children''s Hospital of San Antonio, Tex (E Davis, SF Denniston);3. Department of Pediatrics, Stanford School of Medicine, Calif (V Ward and CE Rassbach);4. Department of Pediatrics, Dell Medical School at the University of Texas at Austin (J Truckenbrod) |
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| Abstract: | ObjectiveCompetency-based training should be paired with objective assessments. To date, there has been limited objective assessment of resident-as-teacher curricula (RATC). We sought to assess the impact of a longitudinal RATC on postgraduate year-1 (PGY1) resident teaching competency using Observed Structured Teaching Encounters (OSTEs) for the skills of 1) brief didactic teaching DT], 2) feedback FB], and 3) precepting PR].MethodsA controlled, prospective, educational study was conducted from May 2015 to June 2016. The RATC consisted of a workshop series with reinforcement of key skills (DT, FB) during clinical rotations. Intervention residents participated in the RATC and completed OSTEs at the beginning and end of the academic year. A control group, PGY1 residents that matriculated the year previously, completed the OSTEs before starting their PGY2 year. OSTEs were reviewed by 2 blinded study personnel. We assessed reliability between raters via intraclass correlation coefficients and differences in OSTE scores via least squared mean differences (LSMD).ResultsIn total, 92.5% (n = 37) of eligible control and 100% (n = 41) of eligible intervention residents participated. The OSTEs demonstrated excellent agreement between reviewers (DT: 0.99, FB: 0.89, PR: 0.98). A significant pre-post difference was demonstrated in the intervention group for DT (LSMD 95% confidence interval], 3.14 2.49-3.79], P < .0001), FB (0.93 0.49–1.37], P < .0001), and PR (0.64 0.09–1.18], P < .022). A significant difference between the control and intervention groups was demonstrated for DT (3.00 2.05–3.96], P < .0001).ConclusionsSkill-based OSTEs can be used to detect changes in residents’ teaching competency and may represent a potential component of programmatic evaluation of resident-as-teacher curricula. |
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