scholarly journals Survey of Residents' Attitudes and Awareness Toward Teaching and Student Feedback

2014 ◽  
Vol 6 (4) ◽  
pp. 698-703 ◽  
Author(s):  
Keiran K. Tuck ◽  
Charles Murchison ◽  
Christine Flores ◽  
Jeff Kraakevik
Keyword(s):  
Formal System ◽  
Student Feedback ◽  
Teaching Skills ◽  
Feedback Mechanisms ◽  
Teaching Institution ◽  
System A ◽  
Resident Physicians ◽  
Positive Attitudes ◽  
Attitudes Toward Teaching ◽  
Residents Attitudes

Abstract Background Teaching medical students is an important component of residency; however, little is known about student feedback regarding resident teaching skills. Objective We sought to explore resident awareness of medical student feedback mechanisms and how feedback is obtained, and also identified attitudes about teaching more commonly found in residents who seek feedback. Methods We surveyed all resident physicians at a university-affiliated academic health center about awareness of student feedback regarding their teaching abilities, and their attitudes related to teaching that may impact whether residents seek feedback. Results Of 605 residents, 335 (55%) responded, with 72% (242 of 335) noting they did not formally review student feedback of their teaching with their advisor during regularly scheduled meetings, 42% (140 of 332) reporting they did not know of any formal feedback mechanisms, and 28.4% (95 of 334) reporting they had not received feedback from students in any format. Although only a quarter of residents solicit feedback always or often, more than half would like feedback always or often. Reported barriers to feedback included student apprehension, time constraints, and lack of a formal system. A majority of residents had positive attitudes toward teaching and felt that student feedback would help teaching ability and medical proficiency. Conclusions A large percentage of residents at 1 teaching institution reported not receiving feedback from students on their teaching abilities. Residents who did receive feedback were more likely to have actively solicited it. Overall, residents believe that this feedback from students would benefit their clinical and teaching performance.

scholarly journals Impact of a Teaching Rotation on Residents' Attitudes Toward Teaching: A 5-Year Study

2011 ◽  
Vol 3 (2) ◽  
pp. 253-255 ◽  
Author(s):  
Khanh-Van T. Le-Bucklin ◽  
Rebecca Hicks ◽  
Aline Wong
Keyword(s):  
P Value ◽  
Teaching Skills ◽  
Residency Programs ◽  
Protected Time ◽  
Formal Instruction ◽  
Attitudes Toward Teaching ◽  
Teaching Ability ◽  
Before And After ◽  
The Impact ◽  
Residents Attitudes

Abstract Background Residents play a tremendous role in educating medical students and other residents during their training. Many residency programs have thus instituted formal instruction on teaching. This 5-year study was conducted to quantitatively evaluate the impact of a teaching rotation on residents' attitudes towards teaching. Methods Residents participated in a 1-month teaching rotation, which included didactic sessions as well as protected time to practice their teaching skills. Before and after the rotation, residents anonymously filled out surveys regarding their attitudes towards teaching. Data were collected from 73 residents from July 2004 to September 2009. The data were analyzed using a 2-tailed t-test with independent variables and a 1-way ANOVA followed by a posttest. Results Four categories showed significant improvement, including feeling prepared to teach (20% increase, P < .0001), having confidence in their teaching ability (16% increase, P < .0001), being aware of their expectations as a teacher (19% increase, P < .0001), and feeling that their anxiety about teaching was at a healthy level (9% increase, P = .0112). There was an increase in the level of enthusiasm, but the P-value did not reach a significant range (P = .121). The level of enthusiasm started high and was significantly higher on the pretest than every other tested category (P < .05). Conclusions Residents are enthusiastic about teaching, and their level of enthusiasm remains high following a teaching rotation. Residents feel more prepared to teach, more confident in their teaching ability, more aware of their expectations as a teacher, and less anxious about teaching following a formal teaching rotation.

scholarly journals A Novel Resident-as-Teacher Curriculum to Improve Residents’ Integration Into the Clinic

PRiMER ◽  
2019 ◽  
Vol 3 ◽  
Author(s):  
Leslie A. Hoffman ◽  
David T. Furman ◽  
Zachry Waterson ◽  
Brian Henriksen
Keyword(s):  
Outpatient Clinic ◽  
Peer Education ◽  
First Year ◽  
Teaching Skills ◽  
Educational Exchange ◽  
Significant Difference ◽  
Attitudes Toward Teaching ◽  
Giving Feedback ◽  
Residents Attitudes ◽  
Academic Year

Introduction: Graduate medical education depends on senior residents to facilitate peer education. Previous studies have described the benefits of resident-as-teacher (RaT) curricula; however, means of assessing these interventions have proven difficult. The purpose of this study was to provide meaningful evaluation of a novel RaT curriculum and scribing activity. Methods: Didactic sessions on teaching skills were presented in July, 2017. First- and third-year residents then alternated scribing for each other for 4 weeks within the outpatient clinic to allow for near-peer educational exchange. Residents’ attitudes toward teaching and perceptions of teaching abilities were assessed using pre- and postintervention surveys. Independent reviewers reviewed charts completed by PGY-1 residents during the scribing activity, and compared them to charts from the previous academic year. Results: All first-year (n=12; 100%) and third-year (n=10; 100%) residents participated in the study. After participating in the RaT curriculum, residents were more comfortable giving feedback to other residents and felt better prepared to teach and assess the effectiveness of their teaching. Although there was no significant difference in ratings between the 2016 and 2017 charts, reviewers noted that the 2017 charts contained fewer obvious omissions, and third-year residents felt the charts were completed in a timelier manner. First-year residents saw 16% more patients in 2017 than they had in 2016, which expedited integration into the clinic. Conclusion: This innovative RaT curriculum with scribing activity improved residents’ teaching and communication skills and provided first-year residents with a more efficient and meaningful orientation into the outpatient clinic.

Yesterday a Learner, Today a Teacher Too: Residents as Teachers in 2000

PEDIATRICS ◽  
2000 ◽  
Vol 105 (Supplement_2) ◽  
pp. 238-241
Author(s):  
Elizabeth H. Morrison ◽  
Janet Palmer Hafler
Keyword(s):  
Medical Students ◽  
Rating Scales ◽  
Clinical Teaching ◽  
Teaching Skills ◽  
Learning Needs ◽  
Educational Benefits ◽  
Medical Centers ◽  
Resident Physicians ◽  
Academic Medical ◽  
Rigorous Research

Resident physicians spend numerous hours every week teaching medical students and fellow residents, and only rarely are they taught how to teach. They can, however, be taught to teach more effectively. Teaching skills improvement initiatives for residents are taking a more prominent place in the educational literature. Limited evidence now suggests that better resident teachers mean better academic performance by learners. A small but important body of research supports selected interventions designed to improve residents' teaching skills, but not all studies have demonstrated significant educational benefits for learners. An increasing number of valid and reliable instruments are available to assess residents' clinical teaching, including objective structured teaching examinations and rating scales. In all specialties, rigorous research in evidence-based teacher training for residents will help prepare academic medical centers to meet the diverse and changing learning needs of today's physicians-in-training.resident physicians, medical students, fellow residents, teaching, graduate medical education.

scholarly journals On a Formalism Which Makes any Sequence of Symbols Well-Formed

1968 ◽  
Vol 32 ◽  
pp. 1-4
Author(s):  
Shigeo Ōhama
Keyword(s):  
Formal System ◽  
Finite Sequence ◽  
Universal Quantifier ◽  
Logical Constants ◽  
System A

Any finite sequence of primitive symbols is not always well-formed in the usual formalisms. But in a certain formal system, we can normalize any sequence of symbols uniquely so that it becomes well-formed. An example of this kind has been introduced by Ono [2]. While we were drawing up a practical programming along Ono’s line, we attained another system, a modification of his system. The purpose of the present paper is to introduce this modified system and its application. In 1, we will describe a method of normalizing sentences in LO having only two logical constants, implication and universal quantifier, so that any finite sequence of symbols becomes well-formed. In 2, we will show an application of 1 to proof. I wish to express my appreciation to Prof. K. Ono for his significant suggestions and advices.

7. Impact of a Teaching Rotation on Residents' Attitudes Toward Teaching: A 5-Year Study

2010 ◽  
Vol 10 (4) ◽  
pp. e6
Author(s):  
Khanh-Van T. Le-Bucklin ◽  
Aline Wong ◽  
Rebecca Hicks
Keyword(s):  
Attitudes Toward Teaching ◽  
Residents Attitudes

The Transformation of Land Law in Indonesia: The Persistence of Pluralism

2010 ◽  
Vol 5 ◽  
pp. 1-32
Author(s):  
Daryono
Keyword(s):  
Formal System ◽  
Public Law ◽  
Land Law ◽  
Law And Development ◽  
Law System ◽  
Land System ◽  
System A ◽  
Tenure System ◽  
Resultant Effect

AbstractTransforming a pluralistic tenure system into unified statutory rights has been a major objective of the development of property law in many developing countries. Many law and development scholars have assumed that unified land rights are a pre-condition to development and that a pluralistic tenure land system is a major source of uncertainty and insecurity. This article challenges this commonly held assumption by way of a case study of Indonesia's effort to unify the laws governing land. The author demonstrates that the unification of land law in Indonesia has not resulted in certainty and security of tenure. Instead, this process has been adversely affected by an imprecise private law system, and an inadequate administrative/public law system which has created even more forms of pluralism. The resultant effect of this process is the creation of multiple legal orders governing the current land affairs in Indonesia, such as a formal system, a customary system and a “semi-formal” system.

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