Table 2. Relevant studies on residents-as-teachers (RaT) programs that were included in this review.
Authors | Year | Study type* | Participants (n) | Specialty | Main objectives | Conclusions |
---|---|---|---|---|---|---|
Jewett et al.20 | 1982 | RCT | 55 residents | Pediatrics | To compare residents who received clinical teaching instruction with those who did not. | The intervention group was significantly more confident as teachers and received more positive feedback on their teaching. |
Sheets et al.19 | 1991 | RL | NA | Surgery | To describe evidence that supported the importance of training surgery residents in teaching skills. | Residency program directors and faculty members within surgery needed to acknowledge that teaching was an important component of residents’ daily agenda. |
Bordley et al.22 | 2000 | NR | NA | Internal medicine | To describe the importance of teaching skills for residents and discuss the costs involved in these activities at different institutions. | The authors strongly supported investment in training residents as teachers. |
Morrison et al.13 | 2000 | NR | NA | NA | To describe the number of RaT programs in the US and demonstrate evidence for their implementation and evaluation. | Research was needed to identify the most appropriate design for RaT programs and how they affected educational outcomes. |
Furney et al.30 | 2001 | RCT | 57 second- and third-year residents | Internal medicine | To compare residents who received a one-hour intervention based on the One-Minute Preceptor, with a control group. | Intervention group residents reported statistically significant changes in all behaviors after the One-Minute Preceptor. |
Morrison et al.37 | 2002 | QS | 100 medicine students, residents and faculty members | Internal medicine Pediatrics Family medicine | To describe the learning needs of residents for becoming more effective teachers, using 11 focus groups and 4 semi-structured interviews. | Residents filled important roles as practical clinical teachers and role models for junior learners. |
Wamsley et al.26 | 2004 | RL | 14 articles on RaT programs | Multiple | To examine the evaluation methods for resident teaching courses and estimate the effectiveness of those teaching courses. | Resident teaching courses improved resident self-assessed teaching behaviors and teaching confidence. Further studies were needed to elucidate the best format, length, timing and content of these courses and to determine whether they influenced learner performance. |
Morrison et al.23 | 2005 | QS | 21 third-year residents | Internal medicine Family medicine Pediatrics | To compare residents who received a 13-hour training in teaching skills in the previous year, with those who did not, through semi-structured interviews. | Intervention group residents expressed more enthusiasm for teaching, learner-centered learning and self-knowledge about teaching. Control group residents seemed easily frustrated by time constraints and often expressed cynicism and guilt toward learners. |
Dewey et al.33 | 2008 | SR | 13 articles on RaT programs | Multiple | To identify all randomized control trials (RCTs) on residents’ teaching skills programs in psychiatry. | Only one trial incorporating psychiatry residents was found to exist. |
Busari et al.21 | 2009 | QS | 18 residents | Pediatrics Obstetrics and gynecology | To extract recommendations from interviews, regarding how a training program for residents could be created. | Enthusiasm and enjoying teaching were good attributes of successful teachers. Reasons for poor teaching were lack of time and absence of support from attending staff. |
Post et al.27 | 2009 | SR | 24 articles on RaT programs | Multiple | To provide an updated systematic review of the literature on RaT program curricula and determine the most evidence-based curriculum and evaluation strategy. | Research on RaT program curricula was limited by both the number of studies and their methodology. The results demonstrated that these curricula can significantly improve residents’ teaching skills. |
Karani et al.18 | 2014 | QS | 37 third-year medical students | NA | To describe what students learned from residents and teaching strategies used by excellent resident teachers. | In this study, role modeling was the most frequently classified teaching model. Residents’ teaching was critically important for undergraduate students. |
Owolabi et al.38 | 2014 | QS | 20 residents | Internal medicine | To evaluate the clinical teaching skills of internal medicine residents from the perspective of medical students in a tertiary-level teaching institution in Africa. | Residents’ clinical teaching skills were suboptimal, particularly regarding their ability to promote understanding and retention. |
Dannaway et al.28 | 2016 | RL | 12 articles on RaT programs | Multiple | To assess the current evidence regarding the efficacy of teaching skills programs for junior medical officers. | The review of the literature demonstrated many positive effects from teaching skills programs, thus supporting their use. Substantial threats of bias were present in most studies. |
Ramani et al.17 | 2016 | FG | NA | Multiple | To guide medical educators involved in the implementation of RaT programs. | The authors highlighted the importance of congruence between formal and hidden curricula and encouraged evidence-based approaches within education. |
Al Achkar et al.16 | 2017 | QQS | 221 residency program directors | Multiple | To compare the number of RAT programs with data from a previous study in 2000 and ask for feedback about the importance of these activities. | Over 80% of the residency programs surveyed had implemented RaT programs. Program directors had realized that there was a clear need for formative training experiences for residents. |
Chokshi et al.32 | 2017 | IR | 29 second-year residents | Pediatrics | The authors developed and evaluated an intensive one-day RaT program curriculum using a flipped classroom approach. | Residents demonstrated statistically significant improvements in performance between pre- and postworkshop evaluations through objective structural teaching evaluations and attitudinal and self-efficacy questionnaires. |
*NR = narrative review; QQS = qualitative and quantitative survey; FG = framework guide; QS = qualitative study; RL = review of the literature; RCT = randomized controlled trial; SR = systematic review; IR = innovation report; NA = not applicable.