ABSTRACT SUBMISSION FORM
Presenter's
Information
| Author’s name 1: Affiliation 1: Department 1: e-mail 1: phone 1: |
Michael Nieder, MD
University Hospitals of
Pediatrics
844-3345
|
| Author’s name 2 : Affiliation 2: Department 2: e-mail 2: phone 2: |
Rabindra Tambyraja |
| Author’s name 3: Affiliation 3: Department 3: e-mail 3: phone 3: |
Manisha Thakuria
|
Poster Title
Enhancing Medical Student Learning Through Structured
Teaching |
|
Poster Abstract (Text only, do not exceed 250 words)
Introduction: Residents assume significant teaching responsibilities for medical students, often with minimal formal preparation. Residents do the majority of clinical teaching during the Pediatric Core Clerkship (PCC); it is imperative to assess and improve these interactions. A group of fourteen PCC medical students completed a 17-item survey about resident teaching. The results showed that residents could improve by teaching more physical exam skills, instructing students on oral presentations, and modeling effective organizational skills.
Objectives: This project will provide residents with the tools to become more effective teachers. This will improve medical student learning during the PCC.
Methods: We will provide educational conferences for half of the pediatric residents covering the inpatient services at Rainbow Babies and Children’s Hospital during two consecutive months. Problem based learning sessions for the residents will take place during noon conferences at the hospital. Each session will address a key area for which we hope to improve the resident’s performance as a teacher. The medical students will be surveyed at the end of each month to determine if our resident instruction sessions translate into an improved clerkship experience. Resident performance will also be evaluated by the teaching resident, attending physicians, and one of the authors. Self evaluation forms will be completed by residents at the end of the rotation.
Results: The medical student survey results from the interventional group will be compared with the initial data and with survey results from our control group. Resident evaluations from peers, attendings, and the authors will be correlated with student surveys.
Conclusion: We hypothesize that those residents who receive formal instruction and peer coaching will achieve higher scores on the medical student surveys. The results from this study will determine future curricular changes in the residency.