Efficacy of a resident-as-teacher program (RATP) for general surgery residents: An evaluation of 3 Years of implementation

• Published in: The American journal of surgery Vol. 222; no. 6; pp. 1093 - 1098
• Main Authors: Geary, Alaina D., Hess, Donald T., Pernar, Luise I.
• Format: Journal Article
• Language: English
• Published: United States Elsevier Inc 01.12.2021; Elsevier Limited
• Subjects: Bone surgery; COVID-19; Curricula; Curriculum; Design; Education; Education, Medical - methods; Education, Medical - organization & administration; Educational Measurement; Educational theory; Feedback; General surgery; General Surgery - education; Hospitals; Humans; Internship and Residency - methods; Internship and Residency - organization & administration; Intervention; Medical education; Medical student; Medical students; Pandemics; Program Development; Program Evaluation; Questionnaires; Resident; Self Efficacy; Self-assessment; Surgery; Teachers; Teaching; Medical education; Resident; General surgery; Medical student; Teaching
• ISSN: 0002-9610; 1879-1883
• DOI: 10.1016/j.amjsurg.2021.09.033

Teaching is a responsibility of general surgery residents and formal teaching instruction is mandated. This study examines the efficacy of a formal RATP incorporated into our general surgery residency curriculum. The RATP was developed locally and delivered longitudinally over the course of the academic year, starting in 2017. Self-assessment surveys were distributed to residents before and after completion of the program each academic year. Medical students were surveyed regarding their impression of teaching on the surgical clerkship. RATP data was collected annually. All sessions were highly rated. Residents reported improved teaching self-efficacy after participation. Medical student agreement with the statement ‘Residents provided effective teaching during the [surgery] clerkship’ increased from 68.6% prior to RATP implementation to 79.7% in the following years (p < 0.05). Incorporation of a locally developed RATP improved residents’ self-perceptions and medical student perception of residents as teachers. RATPs should be adopted widely. •Implementation of a surgical resident-as- teacher program improved teaching self-efficacy.•Medical student ratings of resident teaching improved in the years after addition of the RATP.•Assessment of educational interventions across multiple outcome measures is necessary.•Surgical RATPs should be incorporated throughout general surgery residency programs.