An Online Resident-as-Teacher Curriculum Improves First-Year Residents' Self-Confidence Teaching in the Clinical Learning Environment

Abstract

We implemented an online Resident-as-Teacher curriculum for all incoming residents (PGY1s) to provide them with a basic foundation for effective teaching in the clinical learning environment. The curriculum consisted of 5 asynchronous modules delivered via the web from 2017-2021. Prior to starting the course, the PGY1s completed a self-assessment of their teaching ability (pre-test) and then again 7-8 months after completing the course (post-test). Analysis of the paired data from 421 PGY1s showed a statistically significant improvement in the self-ratings of their teaching from pre-test to post-test (p < 0.001). Our findings suggest that an online Resident-as-Teacher curriculum can produce lasting benefits in new residents' self-confidence as educators.

Keywords: Asynchronous instruction; Clinical teaching; Program evaluation; Resident-as-Teacher.

Fig. 1

Likert scale responses of 421 first-year residents at Indiana University School of Medicine, 2017-2021. After the Resident-as-Teacher training, a smaller proportion of residents rated themselves “below average” or “average” and a greater proportion of residents rated themselves “above average” or “excellent” (analysis of paired data by McNemar-Bowker test, p < 0.001)

Fig. 2

Responses of 421 first-year residents at Indiana University School of Medicine, 2017-2021. *Statistically significant reduction from pre-test to post-test (analysis of paired data by McNemar test, p < 0.01)