Resident Emory University School of Medicine Atlanta, Georgia, United States
Background: While managing a high census and non-clinical responsibilities, today’s residents are also expected to fulfill their role as a teacher. Although many residents enjoy teaching, they are often limited by time or lack of confidence and teaching resources (1). Curricula exist to educate residents on how to teach, but do not typically address what to teach.
A needs assessment at this single institution demonstrated that most third-year medical students (MS3s) were not taught their pediatric learning objectives (LOs) by pediatric residents and MS3s felt minimally prepared for their clerkship exam based on resident teaching. Most residents were unfamiliar with the MS3 LOs but reported being confident in teaching these topics. Objective: Our objective is to strengthen MS3 education by pediatric residents during the pediatric hospital medicine (PHM) rotation. We hypothesized that providing residents with teaching tools would increase resident familiarity with the LOs, percentage of medical students being taught each LO, and resident preparedness to teach. Design/Methods: The study population included 2023-2024 MS3s and pediatric residents at this single institution. The study is exempt by the Institutional Review Board.
A website focusing on 15 of the 32 MS3 LOs relevant to PHM was created. Teaching scripts and infographics were designed for 5 of the LOs that residents felt least confident in teaching. The scripts include histories of present illness, physical exams, differential diagnoses, and workups. To increase awareness, posters featuring the LOs were displayed in workrooms.
From June 2023 to March 2024, voluntary, anonymous REDCap assessments will be sent to MS3s and residents during their PHM rotation. The percentage of students taught each objective and resident familiarity pre and post intervention will be compared by an unpaired t-test. In addition to reporting their use of the tools, residents are asked to rate how helpful they found the tools and how prepared they feel for future teaching on a 5-point Likert-type scale. This qualitative data will be reported.
