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. 2021 Jun 15;21(1):346.
doi: 10.1186/s12909-021-02765-x.

Successful implementation of a longitudinal skill-based teaching curriculum for residents

Jane Rowat  1 , Krista Johnson  2 , Lisa Antes  2 , Katherine White  2 , Marcy Rosenbaum  3 , Manish Suneja  2
Affiliations

Successful implementation of a longitudinal skill-based teaching curriculum for residents

Jane Rowat et al. BMC Med Educ. .

Abstract

Background: Despite significant teaching responsibilities and national accreditation standards, most residents do not receive adequate instruction in teaching methods. Published reports of residents-as-teachers programs vary from brief one-time exposures to curricula delivered over several months. A majority of interventions described are one or two-day workshops with no clear follow-up or reinforcement of skills. A three-year longitudinal teaching skills curriculum was implemented with these goals: 1) deliver an experiential skill-based teaching curriculum allowing all residents to acquire, practice and implement specific skills; 2) provide spaced skills instruction promoting deliberate practice/reflection; and 3) help residents gain confidence in their teaching skills.

Methods: One hundred percent of internal medicine residents (82/82) participated in the curriculum. Every 10 weeks residents attended a topic-specific experiential skills-based workshop. Each workshop followed the same pedagogy starting with debriefing/reflection on residents' deliberate practice of the previously taught skill and introduction of a new skill followed by skill practice with feedback. Every year, participants completed: 1) assessment of overall confidence in each skill and 2) retrospective pre-post self-assessment. A post-curriculum survey was completed at the end of 3 years.

Results: Residents reported improved confidence and self-assessed competence in their teaching skills after the first year of the curriculum which was sustained through the three-year curriculum. The curriculum was well received and valued by residents.

Conclusions: A formal longitudinal, experiential skills-based teaching skills curriculum is feasible and can be delivered to all residents. For meaningful skill acquisition to occur, recurrent continuous skill-based practice with feedback and reflection is important.

Keywords: Graduate medical education; Longitudinal skills-based teaching curriculum; Resident teaching skills; Teaching curriculum.

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Conflict of interest statement

Manish Suneja serves in the role of associate editor for BMC Med Ed journal; other authors declare that they have no competing interests.

Figures

Fig. 1
Fig. 1
Sample “Y” week schedule
Fig. 2
Fig. 2
Pedagogy and topics utilized for teaching skills sessions
See this image and copyright information in PMC

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