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Implementing a clinical-educator curriculum to enrich internal medicine residents’ teaching capacity

INTRODUCTION: Physicians-in-training (residents) are typically the primary educators for medical students during clinical clerkships. However, residents are not formally trained to teach or to assess their teaching. The aim of this study was to assess the implementation of a clinical educator rotati...

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Autores principales: Habboush, Yacob, Stoner, Alexis, Torres, Claribel, Beidas, Sary
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2019
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6907213/
https://www.ncbi.nlm.nih.gov/pubmed/31829204
http://dx.doi.org/10.1186/s12909-019-1888-0
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author Habboush, Yacob
Stoner, Alexis
Torres, Claribel
Beidas, Sary
author_facet Habboush, Yacob
Stoner, Alexis
Torres, Claribel
Beidas, Sary
author_sort Habboush, Yacob
collection PubMed
description INTRODUCTION: Physicians-in-training (residents) are typically the primary educators for medical students during clinical clerkships. However, residents are not formally trained to teach or to assess their teaching. The aim of this study was to assess the implementation of a clinical educator rotation aimed at developing residents’ competencies related to clinical teaching. METHODS: A mixed-methods approach was used to develop and assess the clinical educator rotation at a teaching community hospital. Internal medicine residents who participated in the rotation and consented to the research were assigned to the clinical educator trainee (CET) group, the remaining residents were assigned to the control group. Osteopathic medical students rotating in the medicine service line were invited to participate. The study used descriptive and qualitative analyses to measure primary and secondary outcomes. RESULTS: The primary outcome measure showed a positive change in resident knowledge, skills and behaviors in communication, reflection, feedback, precepting, and facilitation. Medical student perceptions of resident teaching skills confirmed the observed changes in CETs. Some CETs continued to practice and build their capacity for teaching after completing the rotation. Qualitatively, we derived four common themes among the data; communication, professional engagement, practice-based learning, and systems-based learning. CONCLUSION: Resident teaching capacity was enriched after completing the clinical educator rotation. Other benefits included: enhanced patient communication and education, increased resident confidence, personal satisfaction with training, work life-balance and enhanced career satisfaction. Future research should focus on curricular content, faculty development, and delivery assessment. In addition, research efforts should identify appropriate emerging technologies to include in the curriculum for enhancing teaching capacity.
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spelling pubmed-69072132019-12-20 Implementing a clinical-educator curriculum to enrich internal medicine residents’ teaching capacity Habboush, Yacob Stoner, Alexis Torres, Claribel Beidas, Sary BMC Med Educ Research Article INTRODUCTION: Physicians-in-training (residents) are typically the primary educators for medical students during clinical clerkships. However, residents are not formally trained to teach or to assess their teaching. The aim of this study was to assess the implementation of a clinical educator rotation aimed at developing residents’ competencies related to clinical teaching. METHODS: A mixed-methods approach was used to develop and assess the clinical educator rotation at a teaching community hospital. Internal medicine residents who participated in the rotation and consented to the research were assigned to the clinical educator trainee (CET) group, the remaining residents were assigned to the control group. Osteopathic medical students rotating in the medicine service line were invited to participate. The study used descriptive and qualitative analyses to measure primary and secondary outcomes. RESULTS: The primary outcome measure showed a positive change in resident knowledge, skills and behaviors in communication, reflection, feedback, precepting, and facilitation. Medical student perceptions of resident teaching skills confirmed the observed changes in CETs. Some CETs continued to practice and build their capacity for teaching after completing the rotation. Qualitatively, we derived four common themes among the data; communication, professional engagement, practice-based learning, and systems-based learning. CONCLUSION: Resident teaching capacity was enriched after completing the clinical educator rotation. Other benefits included: enhanced patient communication and education, increased resident confidence, personal satisfaction with training, work life-balance and enhanced career satisfaction. Future research should focus on curricular content, faculty development, and delivery assessment. In addition, research efforts should identify appropriate emerging technologies to include in the curriculum for enhancing teaching capacity. BioMed Central 2019-12-11 /pmc/articles/PMC6907213/ /pubmed/31829204 http://dx.doi.org/10.1186/s12909-019-1888-0 Text en © The Author(s). 2019 Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.
spellingShingle Research Article
Habboush, Yacob
Stoner, Alexis
Torres, Claribel
Beidas, Sary
Implementing a clinical-educator curriculum to enrich internal medicine residents’ teaching capacity
title Implementing a clinical-educator curriculum to enrich internal medicine residents’ teaching capacity
title_full Implementing a clinical-educator curriculum to enrich internal medicine residents’ teaching capacity
title_fullStr Implementing a clinical-educator curriculum to enrich internal medicine residents’ teaching capacity
title_full_unstemmed Implementing a clinical-educator curriculum to enrich internal medicine residents’ teaching capacity
title_short Implementing a clinical-educator curriculum to enrich internal medicine residents’ teaching capacity
title_sort implementing a clinical-educator curriculum to enrich internal medicine residents’ teaching capacity
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6907213/
https://www.ncbi.nlm.nih.gov/pubmed/31829204
http://dx.doi.org/10.1186/s12909-019-1888-0
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