Effects of “Teaching Method Workshop” on general surgery residents’ teaching skills

INTRODUCTION: Residents have an important role as teachers and need to know about teaching, teaching methods and skills. In developed countries, “resident-as-teacher” programs have been implemented progressively; but there is little information about this theme in developing countries such as Iran. This study aimed to determine effects of “teaching method” workshop on surgical residents’ teaching skills in Isfahan University of Medical Sciences. MATERIALS AND METHODS: In this quasi-experimental study, 18 residents in 1(st), 2(nd), and 3(rd) years of surgical residency in Isfahan University of Medical Sciences have attended in a 10-hour workshop. Two questionnaires (validity and reliability) was verified: Clinical teaching self-assessment and clinical teaching evaluation was completed before and after the intervention (“teaching method” workshop) by attending residents and rater interns, respectively. Paired-samples T-test was used to analyze collecting data. RESULTS: After intervention, Self-assessment mean scores were increased in two categories: feedback from 3.34 to 3.94 (P = 0.011) and promoting self- directed learning from 3.53 to 4.02 (P = 0.009); whereas, there was no significant differences in evaluation mean scores. CONCLUSION: Statistical results from self-assessment and evaluation scores show little improvement in residents’ teaching skills after the intervention, but residents assessed the workshop as useful. Lack of motivation in interns and little reward for residents who attend in educational activities could be responsible for these results. So, to promote role of residents’ as teachers, we offer revision in residency curriculum and residents’ formal duties as well as designing educational programs in teaching theme based on our needs and resources.