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Psychiatric Residents’ Self-Assessment of Teaching Knowledge and Skills Following a Brief “Psychiatric Residents-as-Teachers” Course: A Pilot Study

Abstract

Objectives

Resident physicians have an important role in medical student teaching. There has been limited curriculum development in this area for general psychiatric residents. A 4-hour workshop for PGY-2 psychiatric residents was designed and implemented to improve residents’ self-assessment of their knowledge of the medical student curriculum and core teaching skills.

Methods

Residents completed pre- and postcourse self-assessments of their knowledge, skills, attitudes, and values about teaching. Descriptive statistics were obtained on pre- and postcourse data and were analyzed using t tests assuming unequal variance.

Results

Following course participation, there was statistically significant improvement in residents’ self-assessment of their knowledge of the medical student curriculum (p≤0.001), their self-assessment regarding perception of peers’ view of their teaching ability (p≤0.02), and their perceived knowledge of various teaching methods (p≤0.02).

Conclusion

Our findings suggest that a brief workshop may enhance psychiatric residents’ self-assessment of teaching knowledge and skills.

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Author information

Correspondence to Tana A. Grady-Weliky M.D..

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Grady-Weliky, T.A., Chaudron, L.H. & DiGiovanni, S.K. Psychiatric Residents’ Self-Assessment of Teaching Knowledge and Skills Following a Brief “Psychiatric Residents-as-Teachers” Course: A Pilot Study. Acad Psychiatry 34, 442–444 (2010). https://doi.org/10.1176/appi.ap.34.6.442

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Keywords

  • Medical Student
  • Academic Psychiatry
  • Teaching Skill
  • Teaching Knowledge
  • Psychiatric Resident