Table 2.

Summaries of Nonrandomized Controlled Studies Evaluating Residents-as-Teacher Curriculum Published 1975 Through May 2003

Author (Year)	Study Design	Participants (N)	Specialties	Teaching Intervention	Teaching Methods*	Outcome Measures	Results†
Edwards et al.19 (1988)	Nonrandomized control	PGY-1 (145)	Multiple	1/2-day course		Student evaluation of resident teaching skills	Students rated workshop participants more highly on knowledge, organization, demonstration of skills, and overall teaching effectiveness than control group (P < .05; ES 11%).
Spickard et al.13 (1996)	Nonrandomized control	PGY-2/3 (44)	Internal medicine	3-hour skills workshop. Content: learning climate and feedback	Small group discussion, reflection on videotaped vignettes	Resident self-report of attitudes toward teaching and teaching skills; student evaluation of resident teaching skills	Participants reported increased confidence in giving feedback (P = .01) and overall teaching skills (P = .001) compared to controls. Self-reported teaching skills in the areas of learning climate (P = .002) and feedback (P = .01) improved in participants, but not controls. Students rated participants more highly on feedback (P = .03; ES 9%) and learning climate (P = .007; ES 7%) after the course.
Wipf et al.15 (1999)	Pre-post study utilizing historical controls	PGY-2/3 (446)	Internal medicine	6-hour course. Content: managing work rounds, practice skills, feedback/evaluation, student teaching	Large group discussion, small group discussion, reflection on videotaped vignettes, role play	Intern and student evaluations	Learner evaluations of residents were higher in the 3 years after course implementation compared with scores prior to course (P < .001; ES 2% to 9% for each evaluation item).

^*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.