![]() Independent reviewers reviewed charts completed by PGY-1 residents during the scribing activity, and compared them to charts from the previous academic year.Īll first-year (n=12 100%) and third-year (n=10 100%) residents participated in the study. Residents' attitudes toward teaching and perceptions of teaching abilities were assessed using preand postintervention surveys. First- and third-year residents then alternated scribing for each other for 4 weeks within the outpatient clinic to allow for near-peer educational exchange. The purpose of this study was to provide meaningful evaluation of a novel RaT curriculum and scribing activity.ĭidactic sessions on teaching skills were presented in July, 2017. Previous studies have described the benefits of resident-as-teacher (RaT) curricula however, means of assessing these interventions have proven difficult. ![]() ![]() Graduate medical education depends on senior residents to facilitate peer education. A common design theme was identified in approximately three-quarters of DTTs.Ĭonclusions: Applicability of DTTs to specific alternate settings should be considered in context, and appropriately designed justification studies are warranted to demonstrate efficacy. The most number of DTTs described by any review was four. Forty-nine clarification articles comprised 12 systematic reviews and 37 narrative reviews. Current evidence of efficacy is not entirely conclusive, and many studies contain methodology flaws. Forty justification articles consisted of 16 feedback surveys, 13 controlled trials, seven pre-post intervention studies with no control group, and four observation studies. Based on a post facto thematic analysis, we propose that these tools be named “deliberate teaching tools” (DTTs) and defined as “frameworks that enable clinicians to have a purposeful and considered approach to teaching encounters by incorporating elements identified with good teaching practice.” We identified 46 DTTs in the literature, with 38 (82.6%) originally described for the medical setting. ![]() ![]() Eighty-nine names and 51 definitions were identified. Results: Six thousand and forty nine citations were screened, 434 reviewed for eligibility, and 230 identified as meeting study inclusion criteria. Purpose and method: We conducted a scoping review of tools designed to add structure to clinical teaching, with a thematic analysis to establish definitional clarity. ![]()
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