Document Type : Original Article
Authors
1 Medical Education Research Center, Birjand University of Medical Sciences, Birjand
2 Department of Pediatrics Surgery, School of Medicine, Isfahan University of Medical Sciences, Isfahan, Iran.
Abstract
Introduction: Residents have an important role as teachers and need to know about teaching,
teaching methods and skills. In developed countries, “resident-as-teacher” programs have
been implemented progressively; but there is little information about this theme in developing
countries such as Iran. This study aimed to determine effects of “teaching method” workshop
on surgical residents’ teaching skills in Isfahan University of Medical Sciences. Materials and
Methods: In this quasi-experimental study, 18 residents in 1st, 2nd, and 3rd years of surgical
residency in Isfahan University of Medical Sciences have attended in a 10-hour workshop.
Two questionnaires (validity and reliability) was verified: Clinical teaching self-assessment and
clinical teaching evaluation was completed before and after the intervention (“teaching method”
workshop) by attending residents and rater interns, respectively. Paired-samples T-test was
used to analyze collecting data. Results: After intervention, Self-assessment mean scores were
increased in two categories: feedback from 3.34 to 3.94 (P = 0.011) and promoting self-directed
learning from 3.53 to 4.02 (P = 0.009); whereas, there was no significant differences in evaluation
mean scores. Conclusion: Statistical results from self-assessment and evaluation scores show
little improvement in residents’ teaching skills after the intervention, but residents assessed the
workshop as useful. Lack of motivation in interns and little reward for residents who attend in
educational activities could be responsible for these results. So, to promote role of residents’
as teachers, we offer revision in residency curriculum and residents’ formal duties as well as
designing educational programs in teaching theme based on our needs and resources.
Keywords
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