Teaching Residents to Teach: The Impact of a Multi-Disciplinary Longitudinal Curriculum to Improve Teaching Skills

Abstract

Abstract Background: Residents have primary responsibility for teaching medical students, yet many receive no formal teaching instruction. This study evaluated the impact of a longitudinal multi- disciplinary teaching curriculum on resident participants’ self-perceived teaching skills. Methods: Residents received instruction on teaching and leadership skills during a four-month longitudinal teaching course. Participants completed a validated pre-post self-assessment inven- tory for teaching and a teaching self-efficacy survey. Results: Participants’ self-rated teaching skills significantly increased in all categories of the self- assessment inventory for teaching. Self-efficacy survey results revealed statistically significant increased participant confidence in all teaching skills. Residents were very satisfied with course content. Conclusion: Residents are eager to improve their teaching skills and benefit from a multidisci- plinary learning group. A successful teaching curriculum increases resident interest in teaching and impacts self-efficacy and self-assessed teaching skills.