Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
. 2007 Oct 8:7:34.
doi: 10.1186/1472-6920-7-34.

Improving the teaching skills of residents as tutors/facilitators and addressing the shortage of faculty facilitators for PBL modules

Affiliations

Improving the teaching skills of residents as tutors/facilitators and addressing the shortage of faculty facilitators for PBL modules

Wasim Jafri et al. BMC Med Educ. .

Abstract

Background: Residents play an important role in teaching of medical undergraduate students. Despite their importance in teaching undergraduates they are not involved in any formal training in teaching and leadership skills. We aimed to compare the teaching skills of residents with faculty in facilitating small group Problem Based Learning (PBL) sessions.

Methods: This quasi experimental descriptive comparative research involved 5 postgraduate year 4 residents and five senior faculty members. The study was conducted with all phase III (Final year) students rotating in Gastroenterology. The residents and faculty members received brief training of one month in facilitation and core principles of adult education. Different aspects of teaching skills of residents and faculty were evaluated by students on a questionnaire (graded on Likert Scale from 1 to 10) assessing i) Knowledge Base-content Learning (KBL), ii) PBL, iii) Student Centered Learning (SCL) and iv) Group Skills (GS).

Results: There were 33 PBL teaching sessions in which 120 evaluation forms were filled; out of these 53% forms were filled for residents and 47% for faculty group. The faculty showed a statistically greater rating in "KBL" (faculty 8.37 Vs resident 7.94; p-value 0.02), "GS" (faculty 8.06 vs. residents 7.68; p-value 0.04). Differences in faculty and resident scores in "the PBL" and "SCL" were not significant. The overall score of faculty facilitators, however, was statistically significant for resident facilitators. (p = .05).

Conclusion: 1) Residents are an effective supplement to faculty members for PBL; 2) Additional facilitators for PBL sessions can be identified in an institution by involvement of residents in teacher training workshops.

PubMed Disclaimer

Figures

Figure 1
Figure 1
Comparison of Faculty/Resident in different aspects of teaching skills in PBL module showing 95% CI.

Similar articles

Cited by

References

    1. Schmidt HG. Problem-based learning: rationale and description. Journal of Medical Education. 1983;17:11–16. - PubMed
    1. Apter A, Metzger R, Glassroth J. Residents' perception of their role as teachers. Journal of Medical Education. 1988;63:900–5. - PubMed
    1. Busari JO, Scherpbier AJJA, Van Der Vleuten CPM, Essed GGM. Residents'perception of their role in teaching under-graduate students in the clinical setting. Medical Teacher. 2000;22:348–53. doi: 10.1080/014215900409438. - DOI
    1. Barrow MV. Medical student opinion of the house officer as a medical educator. Journal of Medical Education. 1966;41:807–10. - PubMed
    1. Busari JO, Prince JAH, Scherpbier AJJA, Van Der Vleuten CPM, Essed GGM. How residents perceive their teaching role in the clinical setting – a qualitative study. Medical Teacher. 2002;24:57–61. doi: 10.1080/00034980120103496. - DOI - PubMed

Publication types