Purpose: While many residency programs have “Resident as Teacher” programs, such training is often geared towards senior residents, though interns are often working most closely with students. We designed, implemented, and evaluated an “Intern as Teacher” (IAT) curriculum to provide interns with educational tools and training early in their residency. Methods: The rising juniors (class of 2019, n=18) completed an end-of-year survey assessing confidence in teaching and knowledge of teaching methods and available resources. A novel IAT curriculum was developed based on review of this survey, educational literature, and expert consensus. The final curriculum was comprised of two one-hour sessions reviewing IAT expectations, the one-minute preceptor (OMP) model, resources available, chalk talks, and giving feedback. Incoming interns (class of 2020, n=20) attended these sessions in the first month of residency. Surveys were administered to interns pre- and post-intervention. Results: 13 interns completed the curriculum and post-intervention survey. Within the intern class of 2020, completion of the IAT curriculum was associated with increases in overall confidence in teaching (p=0.00004) and confidence that teaching was effective (p=0.00003), engaging (p=0.047) and efficient (p=0.00008). More concretely, knowledge of (45% vs 100%) and confidence in using (p=0.00002) the OMP model increased, as did the number of residents with chalk talks prepared (0% vs 46%). Compared to the rising junior class of 2019, post-intervention interns reported higher confidence in the effectiveness (p=0.041) and engagement (p=0.009) of their teaching, as well as confidence in using the OMP model (p=0.00008). No difference in overall confidence in teaching was seen (p=0.07). Discussion: Our novel, low-cost, and low-time burden IAT curriculum was associated with increased confidence in teaching and knowledge of educational resources. Class of 2020 interns will complete surveys at the end of their intern year for more direct comparison to the class of 2019. Medical student evaluations of residents will also be analyzed to see whether increased intern confidence translates into more and/or better teaching throughout the year.
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Section on Hospital Medicine| August 01 2019
It’s never too early: Design and implementation of a novel “resident as teacher” program for interns
Pediatrics (2019) 144 (2_MeetingAbstract): 497.
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LeeAnne P. Flygt, Eric Zwemer; It’s never too early: Design and implementation of a novel “resident as teacher” program for interns. Pediatrics August 2019; 144 (2_MeetingAbstract): 497. 10.1542/peds.144.2MA5.497
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