Ruth B. Greenberg

Improving residents’ teaching skills: A program evaluation of residents as teachers course

Background: The role of residents as teachers is recognized as an important part of medical education. However, residents may not possess the practical skills needed to teach medical students effectively. Aim: In response to a Liaison Committee on Medical Education citation concerning surgery residents’ teaching skills, the University of Louisville School of Medicine instituted a campus-wide residents as teachers program based on the bringing education and service together curriculum. Methods: This evaluation plan is grounded on Kirkpatricks four levels model. Levels 1 and 2 data included post-session learner questionnaires (2007 and 2008) and open-ended facilitator questionnaires (2008). Levels 3 and 4 data included third year medical students’ responses to CourseEval® questions on residents as teachers (2005–2006 and 2007–2008) and data from third year medical student focus groups (2008). Results: Levels 1 and 2 data analysis showed statistically significant improvements from session to session in Year I and significant improvements between Years I and II. Levels 3 and 4 data analysis showed third year students’ perceptions of most residents as teachers remained high and improved significantly in the surgery clerkship. Conclusion: Short-term and long-term measures show this curriculum to be successful for an interdisciplinary group of residents.

Addressing patient sexual orientation in the undergraduate medical education curriculum.

ObjectiveThis study aims to estimate the number of hours dedicated to lesbian, gay, bisexual, and transgender content in one medical school’s undergraduate curriculum, compare it to the national average, and identify barriers to addressing this content.MethodsCourse and clerkship directors were asked to estimate how many hours they spent on lesbian, gay, bisexual, and transgender content, how many hours would be ideal, and what barriers they perceived to teaching this content.ResultsFaculty members identified lack of instructional time, lack of relevance to their course content, and lack of professional development on this topic as major barriers. There was a significant negative correlation (rs=−0.47, p=0.047) between “number of hours dedicated” and “perceived barriers to teaching this content.”ConclusionCourse and clerkship directors who perceive more barriers to teaching lesbian, gay, bisexual, and transgender content report dedicating less time to its instruction, but the barriers they perceive can largely be mitigated through faculty development.

Use of the personal digital assistant (PDA) in medical education

2003. The e-portfolio was developed primarily to enable the preparation, sharing and submission of assessment items in the actual workplace of the course participants and to facilitate peer and tutor feedback. Why the idea was necessary One of the course aims is that participants apply their learning in a work context. They work in diverse, geographically dispersed urban and rural locations. To support this aim, a web-based tool was developed to enable reflection and feedback to occur wherever participants teach. These activities are incorporated in formative and summative assessments. Through the e-portfolio participants can immediately record written reflections on their clinical teaching practices, retrieve and collate reflections for assessment submission, gain access to peers’ work and receive feedback. The faculty web team helped develop the e-portfolio. It was considered that a form of electronic learning was essential for a course of this nature to demonstrate contemporary educational practice. What was done The e-portfolio has participant, tutor and administrator ‘views’. For participants, the 3 main functions are to provide:

Assessing Medical Students’, Residents’, and the Public’s Perceptions of the Uses of Personal Digital Assistants

Although medical schools are encouraging the use of personal digital assistants (PDAs), there have been few investigations of attitudes toward their use by students or residents and only one investigation of the publics attitude toward their use by physicians. In 2006, the University of Louisville School of Medicine surveyed 121 third- and fourth-year medical students, 53 residents, and 51 members of the non-medical public about their attitudes toward PDAs. Students were using either the Palm i705 or the Dell Axim X50v; residents were using devices they selected themselves (referred to in the study generically as PDAs). Three survey instruments were designed to investigate attitudes of (a) third- and fourth-year medical students on clinical rotations, (b) Internal Medicine and Pediatrics residents, and (c) volunteer members of the public found in the waiting rooms of three university practice clinics. Both residents and medical students found their devices useful, with more residents (46.8%) than students (16.2%) (p < 0.001) rating PDAs “very useful.” While students and residents generally agreed that PDAs improved the quality of their learning, residents’ responses were significantly higher (p < 0.05) than students’. Residents also responded more positively than students that PDAs made them more effective as clinicians. Although members of the public were generally supportive of PDA use, they appeared to have some misconceptions about how and why physicians were using them. The next phase of research will be to refine the research questions and survey instruments in collaboration with another medical school.

The design and utility of institutional teaching awards: a literature review.

Background: Institutional teaching awards have been used widely in higher education since the 1970s. Nevertheless, a comprehensive review of the literature on such awards has not been published since 1997. Aim: We conducted a literature review to learn as much as possible about the design (e.g., formats, selection processes) and utility (e.g., impact on individuals and institutions) of teaching awards in order to provide information for use in designing, implementing, or evaluating award programs. Methods: We searched electronic databases for English-language publications on awards for exemplary teaching. Targeted publications included descriptions and/or investigations of award programs, their impact, and theoretical or conceptual models for awards programs. Screening was conducted by dual review; a third reviewer was assigned for disagreements. Data were analyzed qualitatively. Results were summarized descriptively. Results: We identified 1302 publications for initial relevancy screening by title and abstract. We identified an additional 23 publications in a follow-up search. The full text of 126 publications was reviewed for further relevance. A total of 62 publications were identified as relevant, and of these 43 met our criteria for inclusion. Of the 43, 19 described the design features of 24 awards; 20 reports discussed award utility. Nomination and selection processes and benefits (e.g., plaques) varied as did perceived impact on individuals and institutions. Conclusion: Limited evidence exists regarding design and utility of teaching awards. Awards are perceived as having potential for positive impact, including promotions, but may also have unintended negative consequences. Future research should investigate the impact of awards on personal and professional development, and how promotion and tenure committees perceive awards.

Twelve tips for conducting collaborative research in medical education

Background: Developing and ensuring successful collaborative research in medical education is no small task, but the rewards to researchers can be great. Collaborative research in medical education offers significant opportunities for investigators who wish to pool limited resources and expand professional networks. Despite this, collaboration often occurs without advance planning for the logistical aspects of collaborative work. Aims and Methods: These 12 tips, derived from developing and presenting a session on strategies for effective collaboration conducted at a national meeting, will assist readers who are planning to collaborate or are already engaged in collaborative scholarship. The tips are organized into items to consider in three phases of collaboration: planning, implementation, and dissemination of outcomes. Results and Conclusions: From selecting a topic to recognizing when the collaboration should end, the tips underscore the importance of good communication, and clear expectations for participants.

New Faculty Orientation in North American Medical Schools

Background: Little is known about common elements or “best practices” of new faculty orientation (NFO) programs in medical schools. Purpose: The objective was to examine school-wide NFO programs in North American medical schools. Methods: We reviewed the literature and conducted a web-based survey. Analyses included descriptive statistics and content analysis. Results: We found little evidence of “best practices.” Of the 106 responding schools (106/148 = 71.62%), 72 (67.9%) reported some type of school-wide NFO program. The typical program was organized by an Office of Faculty Affairs or Faculty Development, targeted broad goals, 4 to 8 hour long, offered early in the academic year, and used 2 or more presentation formats (e.g., oral, print). Conclusions: Based on the literature, this study appears to be the first comprehensive description of NFO programs in medical schools. Multiple types of NFO are needed to accommodate the diversity of faculty and faculty responsibilities. School-wide programs may serve best to develop institutional affiliation and collegiality.

A campaign approach to medical school programme objectives

Context and setting Data on interns obtained during their 1-year pre-registration service were used to induce curriculum change. The initiative resulted in a 5-year, semi-integrated, organ system-based curriculum implemented in 1998. It is the third curriculum to be initiated since our medical school was established in 1965. Why the idea was necessary In 1994, Ministry of Health consultants who supervised our graduates indicated that, although the graduates excelled in knowledge and skills, they lacked leadership qualities, interpersonal and communication skills, teamwork skills, and knowledge of medical economics and recent advances in medicine. What was done A curriculum review carried out in 1996 resulted in the New Integrated Curriculum (NIC). This consisted of 3 vertical strands: