The Development of an Instrument for Faculty to Assess Resident-Led Large Group Teaching.
Acad Pediatr
; 20(4): 442-447, 2020.
Article
in En
| MEDLINE
| ID: mdl-31629942
ABSTRACT
OBJECTIVE:
The Accreditation Council on Graduate Medical Education requires residents to teach and many residency programs assess resident teaching competency. While much formal resident-led teaching is for large groups, no corresponding published assessment instrument with validity evidence exists. We developed an instrument for faculty to assess pediatric resident-led large group teaching and gathered preliminary validity evidence.METHODS:
Literature review and our experience leading resident-as-teacher curricula informed initial instrument content. Resident focus groups from 3 northeastern pediatric residency programs provided stakeholder input. A modified Delphi panel of international experts provided iterative feedback. Three investigators piloted the instrument in 2018; each assessed 8 video recordings of resident-led teaching. We calculated Cronbach's alpha for internal consistency and intraclass correlation (ICC) for inter-rater reliability.RESULTS:
The instrument has 6 elements learning climate, goals/objectives, content, promotion of understanding/retention, session management, and closure. Each element contains behavioral subelements. Cronbach's alpha was .844. ICC was excellent for 6 subelements, good for 1, fair for 1, and poor for 3.CONCLUSIONS:
We developed an instrument for faculty assessment of resident-led large group teaching. Pilot data showed assessed behaviors had good internal consistency, but inconsistent interrater reliability. With further development, this instrument has potential to assess resident teaching competency.Key words
Full text:
1
Collection:
01-internacional
Database:
MEDLINE
Main subject:
Internship and Residency
Type of study:
Qualitative_research
Limits:
Child
/
Humans
Language:
En
Journal:
Acad Pediatr
Year:
2020
Document type:
Article