Table 1.
Summaries of Uncontrolled Studies Evaluating Residents-as-Teacher Curriculum Published 1975 Through May 2003
| Author (Year) | Design | Participants (N) | Specialties | Teaching Intervention | Teaching Methods* | Outcome Measures | Results† |
|---|---|---|---|---|---|---|---|
| Lawson and Harvill7 (1980) | Pre-post | PGY-? (20,‡ 11§) | Family medicine, internal medicine | 13 weekly 1-hour sessions. Content: objectives and planning, delivery methods, discussion/questioning, demonstration techniques/AV, and lecturing | Lecture, small group discussion, reflection on videotaped skills, practice with peers | Independent review of videotaped teaching | Mean change in overall teaching score from 2.85 to 3.50 (1 to 4 scale; P < .001, ES 16%). Significant improvements in delivery (P < .001), organization (P < .001), explanation (P < .001), and use of AV (P < .005). |
| Edwards et al.18 (1986) | Pre-post-post | PGY-1 (61,‡ 18§) | Multiple | 1/2-day course | Resident self-ratings on teaching skills inventory | Self-ratings on teaching skills inventory improved after the course (6 and 18 months) in 6 of 8 categories and on the summary score (P < .001, ES 5%). | |
| Edwards et al.19 (1988) | Pre-post | PGY-1 (145) | Multiple | 1/2-day course | Resident self-ratings on teaching skills inventory | Self-ratings on teaching skills inventory improved after the course (P < .01). | |
| Bing-You20 (1990) | Pre-post (resident self-report of teaching skills) Post-post (videotape analysis) | PGY-1/2 (26) | Internal medicine | 8-hour resident-managed course | Resident self-report of teaching skills and videotape analysis at end of workshop and 2 to 11 months later (average 6.3 months) | Both interns and residents rated themselves as more effective in knowledge after the workshop (P < .05). Interns felt more effective in technical skill and perceived improved teaching organization (P < .05). Videotape analysis revealed a decline in intern and resident organizational skills between post 1 and post 2 (P < .05). | |
| Litzelman et al.11 (1994) | Pre-post | PGY-1 (72) | Internal medicine | Weekend retreat. Content: learning climate, communication of goals, understanding/retention, feedback | Lecture, small group discussion, reflection on videotaped vignettes, role play | Resident self-report of teaching skills and student evaluation of resident teaching | Residents reported improvement in teaching skills after retreat (P < .01). Students’ evaluation of participants improved after the intervention in overall teaching skills, control of session, understanding/retention, and evaluation (P < .05). |
| Roberts et al.12 (1994) | Pre-post | PGY-1/2/3 (?) | Pediatrics | Two 4-hour sessions and a 1-hour course at 6 months. Content: clinical precepting skills preparation/delivery of a brief presentation | Small group discussion, reflection on videotaped vignettes, role play | Resident self-report on teaching skills inventory | Increased scores on teaching skills inventory. No P values reported. Effect size of changes in aggregate scores for teaching inventory was 2% for PGY-1s, 7% for PGY-2s, and 8% for PGY-3s. |
| Barth et al.16 (1997) | Crossover study | PGY-4/5 (6) | General surgery | 1st intervention: lecture on communication effectiveness with self-review of videotaped teaching session; 2nd intervention: critical review of own videotaped teaching session with a consultant | Lecture, reflection on videotaped skills | Evaluation of videotaped teaching performance | Self-review of videotaped teaching session did not improve communication effectiveness. Review of videotaped teaching session with trained consultant improved communication effectiveness scores (P = .002, ES 11%). |
| White et al.14 (1997) | Pre-post | PGY-2/3 (21) | Pediatrics | 1/2-day course on the OMP | Lecture, small group discussion, role play, reflection on videotaped vignette | Observation of resident-student teaching encounters prior to and after the course. | Resident teaching in all 5 areas assessed showed improvement. No P values reported. |
*
Teaching methods described when known.
†
When sufficient data were available, effect size (ES) has been calculated. ES = % change between pre- and post-ratings. Calculated as (mean post-rating − mean pre-rating) × 100/maximum scale rating.
‡
Number of resident participants.
§
Number of participants who completed outcome evaluation measures.
PGY, postgraduate year; OMP, 1-minute preceptor.