Preparing for the Transition to Academic Practice: A Graduate Medical Education Elective

Author:

Casas Rachel S.1ORCID,Cooper Amanda B.2,Westcott Amy M.3,Shen Chan4,Dewaters Ami L.5

Affiliation:

1. Rachel S. Casas, MD, EdM, is Associate Professor, Department of Medicine, Penn State College of Medicine, Hershey, Pennsylvania, USA

2. Amanda B. Cooper, MD, is Associate Professor, Departments of Surgery and Humanities, Penn State College of Medicine, Hershey, Pennsylvania, USA

3. Amy M. Westcott, MD, MHPE, is Professor, Department of Medicine, Penn State College of Medicine, Hershey, Pennsylvania, USA

4. Chan Shen, PhD, is Associate Professor, Department of Surgery, Penn State College of Medicine, Hershey, Pennsylvania, USA; and

5. Ami L. Dewaters, MD, MSc, is Associate Professor, Department of Medicine, Penn State College of Medicine, Hershey, Pennsylvania, USA

Abstract

ABSTRACT Background Residents and fellows as educators (RFAE) programs typically focus on clinical teaching skills in single departments, which may not be sustainable for those with limited trainees or faculty. Objective To determine the feasibility and value of a 2-week interdepartmental RFAE elective for advanced teaching skill development and transition to practice as clinician educators. Methods Facilitated discussion, simulation, and critiqued peer presentations developed participants’ skills in teaching, curriculum design, professional development, and scholarship. Assessments in this prospective intervention included 2 self-reported surveys addressing: (1) teaching process and motivation (Conceptions of Learning and Teaching [COLT]), and (2) skills and attitudes. We administered both surveys at baseline, immediate-post, and 3-month-post elective with data compared across time points using Kruskal-Wallis tests. Program evaluation comprised daily open-ended surveys on engagement and an end-of-course feedback survey. Results There were 79 participants from 2019 to 2023. Survey response rates were 84.8% (67 of 79) at baseline, 58.2% (46 of 79) immediate-post, and 51.9% (41 of 79) 3-month-post. Most participants were residents (89.9%, 71 of 79), female (60.8%, 48 of 79), from pediatrics and/or medicine departments (77.2%, 61 of 79), and in their final year of training (77.2%, 61 of 79). COLT factor orientation to professional practice scores increased in the immediate-post (3.3) compared to baseline (2.5) surveys (P=.008). Teaching skills attitudes scores increased for all questions in 3-month-post compared to baseline surveys. In open-ended questions, participants emphasized the importance of professional development sessions in guiding their careers toward medical education. Conclusions This interdepartmental elective was feasible, favorably received, and sustained over time, with observed changes in participants’ teaching skills attitudes.

Publisher

Journal of Graduate Medical Education

Reference37 articles.

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4. Residents-as-teachers publications: what can programs learn from the literature when starting a new or refining an established curriculum?;Bree;J Grad Med Educ,2014

5. Literature review of teaching skills programs for junior medical officers;Dannaway;Int J Med Educ,2016

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