medigraphic.com
ISSN 2007-5057 (Print)
Investigación en Educación Médica

2020, Number 33

<< Back Next >>

Inv Ed Med 2020; 9 (33)

Resident as a Teacher in Emergency Medicine: A Needs Assessment Study

Mercado-Cruza E, Sánchez-Mendiola M

Language: Spanish
References: 29
Page: 7-17
PDF size: 448.05 Kb.


ABSTRACT

Introduction: Residents play roles as doctors, students and teachers. Emergency Medicine Residents (EMR) face several unique factors that make it difficult to function as teacher.
Objective: To evaluate educational needs of EMR during their performance as teacher and to identify characteristics of educational interventions they need.
Method: It is a cross-sectional non-experimental descriptive study conducted through a survey developed from available literature. Survey was applied voluntarily and anonymously to all EMR of Faculty of Medicine of the National Autonomous University of Mexico (UNAM) and to a sample of their teachers.
Results: 125 residents and 8 teachers responded survey. EMR spent 37.24 ± 23.08% of their time in teaching activities. EMR estimated their teaching competence in 6.9 ± 1.6 on a scale of 1 to 10, where 1 is not competent and 10 is fully competent. 89.4% of residents considered that it is important to acquire teaching skills during residency. Their teaching strategies preferred are: discussion of clinical cases, on site learning and bedside teaching. Emergency Department overcrowding and lack of time are important teaching barrier faced by EMR.
Conclusion: EMR identify the need to receive formal training in medical education. Teaching barrier faced by EMR are similar to those of their peers of other medical specialties. All Emergency Medicine programs should incorporate formal strategies that facilitate teaching skill acquisition in their residents. Teaching activities in emergency department should be short-term, student-centered and clinical focused to guarantee the greatest possible benefit to emergency medicine residents and their trainees.


REFERENCES

  1. Bing-You RG, Sproul MS. Medical students’ perceptions of themselves and residents as teachers. Med Teach. 1992;14(2- 3):133-8.

  2. Bensinger LD, Meah YS, Smith LG. Resident as teacher: The Mount Sinai experience and a review of the literature. Mt Sinai J Med. 2005;72(5):307-11.

  3. Busari JO, Prince KJAH, Scherpbier AJJA, Van Der Vleuten CPM, Essed GGM. How residents perceive their teaching role in the clinical setting: a qualitative study. Med Teach. 2002;24(1):57-61.

  4. Busari JO, Scherpbier AJJA, Van Der Vleuten CPM, Essed GGM. The perceptions of attending doctors of the role of residents as teachers of undergraduate clinical students. Med Educ. 2003;37(3):241-7.

  5. Hill AG, Yu TC, Barrow M, Hattie J. A systematic review of resident- as-teacher programmes. Med Educ. 2009;43(12):1129- 40.

  6. Seely AJE. The teaching contributions of residents. Can Med Assoc J. 1999;161(10):7-8.

  7. Dandavino M, Snell L, Wiseman J. Why medical students should learn how to teach. Med Teach. 2007;29(6):558-65.

  8. Busari JO, Scherpbier a JJ a. Why residents should teach: a literature review. J Postgrad Med. 2004;50(3):205-10.

  9. Post RE, Quattlebaum RG, Benich JJ. Residents-as-teachers curricula: a critical review. Acad Med. 2009;84(3):374-80.

  10. Goldman E, Plack M, Roche C, Smith J, Turley C. Learning in a chaotic environment. J Work Learn. 2009;21(7):555-74.

  11. Bandiera G, Lee S, Tiberius R. Creating effective learning in today’s emergency departments: How accomplished teachers get it done. Ann Emerg Med. 2005;45(3):253-61.

  12. Goldman EF, Plack MM, Roche CN, Smith JP, Turley CL. Learning clinical versus leadership competencies in the emergency department: strategies, challenges, and supports of emergency medicine residents. J Grad Med Educ. 2011;3(3):320-5.

  13. Ratnapalan S, Hilliard R. Needs Assessment in Postgraduate Medical Education: A Review. Med Educ Online. 2002;7(8):1- 8. Consultado el 20 de febrero de 2018. Disponible en: http:// www.med-ed-online.org

  14. Secretaría de salud. Quinto informe de gobierno de la Secretaría de Salud de la Ciudad de México 2016-2017.

  15. Artino AR, La Rochelle JS, Dezee KJ, Gehlbach H. Developing questionnaires for educational research: AMEE Guide No. 87. Med Teach. 2014;36(6):463-74.

  16. Sánchez-Mendiola M, Graue-Wiechers EL, Ruiz-Pérez LC, García-Durán R, Durante-Montiel I. The resident-as-teacher educational challenge: a needs assessment survey at the National Autonomous University of Mexico Faculty of Medicine. BMC Med Educ. 2010;10(17).

  17. Hobgood C, Anantharaman V, Bandiera G, Cameron P, Halpern P, Holliman CJJ, et al. International Federation for Emergency Medicine model curriculum for emergency medicine specialists. EMA - Emerg Med Australas. 2011;23(5):541-53.

  18. Muck A, Mcneil C, Mchugh P, Bebarta V, Adams B. Bedside rounds versus board rounds in an emergency department. Clin Teach. 2015;12(2):94-8.

  19. Peters M, ten Cate O. Bedside teaching in medical education: a literature review. Perspect Med Educ. 2014;3(2):76-88.

  20. Aldeen AZ, Gisondi MA. Bedside Teaching in the Emergency Department. Acad Emerg Med. 2006;13(8):860-6.

  21. McGee S. Bedside Teaching Rounds Reconsidered. Jama. 2014;311(19):1971-2.

  22. Green GM, Chen EH. Top 10 ideas to improve your bedside teaching in a busy emergency department. Emerg Med J. 2015;32(1):76-7.

  23. Wamsley M a, Julian K a, Wipf JE. A literature review of “resident-as-teacher” curricula: do teaching courses make a difference? J Gen Intern Med. 2004;19(5 Pt 2):574-81.

  24. Atzema C, Bandiera G, Schull MJ, Coon TP, Milling TJ. Emergency Department Crowding: The Effect on Resident Education. Ann Emerg Med. 2005 Mar;45(3):276-81.

  25. Kilminster S, Downes J, Gough B, Murdoch-Eaton D, Roberts T. Women in medicine - Is there a problem? A literature review of the changing gender composition, structures and occupational cultures in medicine. Med Educ. 2007;41(1):39- 49.

  26. Johnson T (University of I at C, Owens L (University of I at C. Survey response rate reporting in the professional literature. Am Assoc Public Opin Res. 2013;120 Suppl:1-2.

  27. Baruch Y, Holtom BC. Survey response rate levels and trends in organizational research. Hum Relations. 2008;61(8):1139- 60.

  28. Hartman SL, Nelson MS. What we say and what we do: selfreported teaching behavior versus perfomances in written simulations among medical school faculty. Acad Med. 1992;67:522-7.

  29. Grady-Weliky TA, Chaudron LH, DiGiovanni SK. Psychiatric residents’ self-assessment of teaching knowledge and skills following a brief “psychiatric residents-as-teachers” course: A pilot study. Acad Psychiatry. 2010;34(6):442-4.




2020     |     www.medigraphic.com