Your browser doesn't support javascript.
loading
Prior Teaching Experience and Barriers to Effective Resident Teaching: A Cross-Sectional Study.
Rowe, Dana G; Dalton, Juliet C; Ladowski, Joseph M; Soto, Alexandria L; Rhodin, Kristen E; Migaly, John; Greenberg, Jacob A; Tracy, Elisabeth T.
Afiliação
  • Rowe DG; Duke University School of Medicine, Durham, North Carolina. Electronic address: dana.rowe@duke.edu.
  • Dalton JC; Duke University School of Medicine, Durham, North Carolina.
  • Ladowski JM; Department of Surgery, Duke University Hospital, Durham, North Carolina.
  • Soto AL; Duke University School of Medicine, Durham, North Carolina.
  • Rhodin KE; Department of Surgery, Duke University Hospital, Durham, North Carolina.
  • Migaly J; Department of Surgery, Duke University Hospital, Durham, North Carolina.
  • Greenberg JA; Department of Surgery, Duke University Hospital, Durham, North Carolina.
  • Tracy ET; Department of Surgery, Duke University Hospital, Durham, North Carolina.
J Surg Res ; 301: 371-377, 2024 Sep.
Article em En | MEDLINE | ID: mdl-39029259
ABSTRACT

INTRODUCTION:

Resident physicians play an important role in teaching the next generation of health-care providers, yet limited research has explored factors influencing effective teaching, such as preresidency experiences or barriers within residency. This study examines residents' prior teaching experience, its correlation with teaching attitudes, and identifies potential barriers to sustained teaching engagement.

METHODS:

This cross-sectional study surveyed residents across multiple specialties at a single academic center. The survey assessed preresidency teaching experience, perceived barriers, and attitudes toward teaching. Univariate and multivariate analyses identified differences in teaching attitudes based on prior teaching experience and gender.

RESULTS:

Ninety-two residents across 11 specialties participated (52.2% female). Internal Medicine (28.3%) and General Surgery (26.1%) had the highest representation. Two-thirds of respondents (69.6%) had formal teaching experience before residency. After adjustment, prior teaching experience and male gender were associated with feeling prepared to teach medical students (P = 0.014 and P = 0.001). Male gender was also linked to confidence in teaching material on the wards (P = 0.015). Barriers identified included time constraints (73.9%), lack of content clarity (28.3%), and uncertainty about teaching methods (33.7%).

CONCLUSIONS:

Residents with prior teaching experience exhibit higher levels of preparedness, content clarity, and confidence in their teaching abilities, underscoring the importance of teaching experience before residency. This study also identified significant barriers to effective teaching, including time constraints, lack of content clarity, uncertainty about teaching methods, and perceived disinterest from medical students. Addressing these barriers is essential for optimizing medical student education.
Assuntos
Palavras-chave

Texto completo: 1 Base de dados: MEDLINE Assunto principal: Ensino / Atitude do Pessoal de Saúde / Internato e Residência Limite: Adult / Female / Humans / Male Idioma: En Ano de publicação: 2024 Tipo de documento: Article

Texto completo: 1 Base de dados: MEDLINE Assunto principal: Ensino / Atitude do Pessoal de Saúde / Internato e Residência Limite: Adult / Female / Humans / Male Idioma: En Ano de publicação: 2024 Tipo de documento: Article